Abstract
The authors argue that design-based research, which blends empirical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design-based researchers’ innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and advance theories of learning and teaching in complex settings. Design-based research also may contribute to the growth of human capacity for subsequent educational reform.
Keywords
USableArtifact (error)Educational researchEngineering ethicsResearch designLearning sciencesKnowledge managementLearning theoryEmpirical researchInstructional designEducation theoryLearning designSociologyComputer scienceManagement scienceEducational technologyPedagogyMathematics educationPsychologyEpistemologyHigher educationEngineeringPolitical scienceSocial scienceArtificial intelligence
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Publication Info
- Year
- 2003
- Type
- article
- Volume
- 32
- Issue
- 1
- Pages
- 5-8
- Citations
- 2426
- Access
- Closed
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Cite This
(2003).
Design-Based Research: An Emerging Paradigm for Educational Inquiry.
Educational Researcher
, 32
(1)
, 5-8.
https://doi.org/10.3102/0013189x032001005
Identifiers
- DOI
- 10.3102/0013189x032001005