Design-Based Research Methods for Studying Learning in Context: Introduction

Sandoval, William A.; Bell, Philip

doi:10.1207/s15326985ep3904_1

Cited by 354 publications

(190 citation statements)

References 12 publications

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“…The development of DBR has been on theoretical and methodological levels. On the methodology level DBR suggests partnerships among researchers and educators with the goals of conducting rigorous and reflective inquiry, testing and refining innovative learning environments, and defining new design principles based on previous research (Sandoval & Bell, 2004). On the theoretical level design principles is the practical application of what we know about learning.…”

Section: Pedagogical Designmentioning

confidence: 99%

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Ludvigsen

Mørch

2010

International Encyclopedia of Education

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Abstract:Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (co-located and distributed). The chapter surveys key studies, common technologies, and significant events in the field. It presents basic concepts, multiple perspectives, and emerging trends in CSCL. A main distinction is drawn between the systemic and the dialogical approach to research. The former is rooted in the cognitive perspective on learning and the latter the sociocultural perspective on learning and development. Design-based research is prominent in the field and we differentiate pedagogical and technology design as two means to scaffold research, collaboration and learning.

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Section: Pedagogical Designmentioning

confidence: 99%

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Ludvigsen

Mørch

2010

International Encyclopedia of Education

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“…It combines theoretical concerns and field considerations to develop solutions to produce successful learning [6].…”

Section: Design Based Research (Dbr)mentioning

confidence: 99%

“…The project is built using the Design Based Research approach [6], meaning that we are developing theoretical methodology for the tool creation while experimenting it insitu. The design experiments are iterative, meaning that the results of one experiment are used to improve the design of the next one.…”

Section: Introductionmentioning

confidence: 99%

Elaborating the Context Calculator: A Design Experiment in Geothermy

Anjou¹,

Forissier²,

Bourdeau³

et al. 2017

Modeling and Using Context

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Proceedings of the 10th International and Interdisciplinary Conference, CONTEXT 2017, Paris, France, June 20-23, 2017International audienceThis paper presents a research project in science education that is positioned at the intersection of computer science and context in learning. The main objective is to improve learning process by creating a software tool that participates, from the inception to the achievement, in the design of leaning scenarios, based on context effects, and, to show that context effects' learning is an efficient method in the development of student's knowledge regarding a concept. The software will compute differences between two – or more – external contexts based on specific parameters, related to the phenomenon or object that students are expected to study. The elaboration of the calculator (" the MazCalc ") is conducted using the design based research theory, meaning that several iterations of learning field experiments are conducted in order to collect relevant data which are used for the tool creation. In this paper, the design of the scenario involves students from North America and from the French West Indies and the concept studied is about geothermal energy. The instantiation of the context calculator is made with the geothermal object of study, and the differences are computed in the calculator between the two contexts mentioned. This example makes possible to validate the link between context effects predicted and observed, and also to study the impact of external context on the learning process. This study has been conducted thanks to the GEOTREF project support

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“…Finally, we suggest that NSET education researchers consider a design-based research approach [48][49][50] for NSET learning research. Designed-based research "simultaneously pursues the goals of developing effective learning environments and using such environments as natural laboratories to study learning and teaching" ( [50], p. 200).…”

Section: Recommendationsmentioning

confidence: 99%

“…Designed-based research "simultaneously pursues the goals of developing effective learning environments and using such environments as natural laboratories to study learning and teaching" ( [50], p. 200). This approach to research requires an iterative cycle of design, development, and field testing of the learning experiences and instructional materials.…”

Section: Recommendationsmentioning

confidence: 99%

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

Bryan¹,

Magana²,

Sederberg

2015

Nanotechnology Reviews

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By the end of the first decade of the 21st century, it was clear that nanotechnology was emerging as one of the most promising and rapidly expanding fields of research and development worldwide. It would not be long before scientists, science educators, engineers, and policy makers began advocating for nanoscience, engineering, and technology (NSET) related concepts to be introduced in K-12 classrooms. Indeed, there has been a surge in the development of pre-college NSET-related education programs over the last decade, as well as millions in funding to support the creation of these programs. In an effort to characterize the state of research to date on pre-college students' and teachers' learning of NSET content knowledge and related practices, we have conducted a systematic review of the peer-reviewed, published research studies to answer the following questions: What NSET content knowledge and practices in a pre-college context have been examined in empirical learning studies? What do these studies tell us about the NSET content knowledge and practices that pre-college students and teachers are learning? Implications and recommendations for future research are also discussed.

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Design-Based Research Methods for Studying Learning in Context: Introduction

Cited by 354 publications

References 12 publications

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Elaborating the Context Calculator: A Design Experiment in Geothermy

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

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