design-based research

Diese SVG-Grafik fensterfüllend anzeigen

design-based research, design based research, DBR

Design-based research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools.

Von DBRC Design-Based Research Collective im Text Design-based research (2003)

We propose that good design-based research exhibits the following ﬁve characteristics:

First, the central goals of designing learning environments and developing theories or "prototheories" of learning are intertwined.
Second, development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001; Collins, 1992).
Third, research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers (cf. Brophy, 2002).
Fourth, research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that reﬁne our understanding of the learning issues involved.
Fifth, the development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest.

Von DBRC Design-Based Research Collective im Text Design-based research (2003)

Fünf Merkmale charakterisieren den Design-Based Research-Ansatz (DBRC, 2003, S. 5):

Die Ziele, gute Lernumgebungen zu gestalten, und Theorien oder „Prototheorien“ des Lernens, werden miteinander verknüpft. Das bedeutet, dass Entwicklung und Forschung verbunden werden.
Entwicklung und Forschung finden in einem kontinuierlichen Zyklus von Design, Umsetzung, Analyse und Re-Design statt. Konkret bedeutet dies, dass z. B. ein bestimmter Unterricht gemäß theoretischer Überlegungen verändert wird. Die daraus resultierenden Effekte werden dann im Sinne einer formativen Evaluation registriert und für eine Verbesserung genutzt. Das Zustandekommen der Veränderungen wird theoretisch zu erklären versucht.
Designforschung muss zu Theorien führen, die auch für Praktiker Implikationen beinhalten und von ihnen auch verwendet werden können.
Diese Forschung untersucht, wie das jeweilige Design in authentischen Situationen funktioniert. Für die Erklärung von Erfolg oder Misserfolg einer Maßnahme sind auch die Rahmenbedingungen zu berücksichtigen.
Die Theorien haben praktische Lehr-Lern-Probleme zum Gegenstand. Damit können die Mechanismen, Prozesse und Ergebnisse der eingesetzten Methoden dokumentiert und beschrieben werden.

Von Heinz Mandl, Birgitta Kopp im Text Blended Learning: Forschungsfragen und Perspektiven (2006) auf Seite 14

Design-based research is frequently traced back to 1992 when Ann Brown (1992) and Allan Collins (1992) introduced a new methodological approach for conducting research and design work in the context of real-life settings.

Von Sasha Barab im Buch The Cambridge Handbook of the Learning Sciences (2006) im Text Design-Based Research

Design-based research involves more than simply reporting outcomes: DBR moves beyond descriptive accounts to offer insights about process, so that the work can be taken up by others. Such sharing involves methodological precision and rich accounts so that others can judge the value of the contribution, as well as make connections to their own contexts of innovation.

Von Sasha Barab im Buch The Cambridge Handbook of the Learning Sciences (2006) im Text Design-Based Research

Finally, in design-based research, practitioners and researchers work together to produce meaningful change in contexts of practice (e.g., classrooms, after-school programs, teacher on-line communities). Such collaboration means that goals and design constraints are drawn from the local context as well as the researcher’s agenda, addressing one concern of many reform efforts (Robinson, 1998).

Von DBRC Design-Based Research Collective im Text Design-based research (2003)

We see four areas where design-based research methods provide the most promise:

(a) exploring possibilities for creating novel learn- ing and teaching environments,
(b) developing theories of learn- ing and instruction that are contextually based,
(c) advancing and consolidating design knowledge, and
(d) increasing our capacity for educational innovation.

Von DBRC Design-Based Research Collective im Text Design-based research (2003)

We do not claim that there is a single design-based research method, but the overarching, explicit concern in design-based research for using methods that link processes of enactment to outcomes has power to generate knowledge that directly applies to educational practice. The value of attending to context is not simply that it produces a better understanding of an intervention, but also that it can lead to improved theoretical accounts of teaching and learning. In this sense, design-based research differs from evaluation research in the ways context and interventions are problematized.

Von DBRC Design-Based Research Collective im Text Design-based research (2003)

Design-based research methods focus on designing and exploring the whole range of designed innovations: artifacts as well as less concrete aspects such as activity structures, institutions, scaffolds, and curricula. Importantly, design-based research goes beyond merely designing and testing particular interventions. Interven- tions embody speciﬁc theoretical claims about teaching and learning, and reﬂect a commitment to understanding the rela- tionships among theory, designed artifacts, and practice. At the same time, research on speciﬁc interventions can contribute to theories of learning and teaching.

Von DBRC Design-Based Research Collective im Text Design-based research (2003)