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Journal ArticleDOI

Design Experiments in Educational Research

01 Jan 2003-Educational Researcher (Sage PublicationsSage CA: Thousand Oaks, CA)-Vol. 32, Iss: 1, pp 9-13
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Abstract: In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
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Journal ArticleDOI
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

7,328 citations


Cites background from "Design Experiments in Educational R..."

  • ...…the main goals of conducting design experiments: to not only use theory to provide a rationale for the intervention or to interpret findings but also to help ‘‘develop a class of theories about both the process of learning and the means that are designed to support learning’’ (Cobb et al., 2003)....

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  • ...We also believe that such approaches can help bridge the gap between educational research and practice (Brown, 1992; Cobb et al., 2003; Design-Based Research Collective, 2003)....

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Journal ArticleDOI
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
Abstract: Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

3,861 citations

Journal ArticleDOI
TL;DR: Barab et al. as discussed by the authors argue that learning, cognition, knowing, and context are irreducibly co-constituted and cannot be treated as isolated entities or processes.
Abstract: The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based and naturalistic investigations that result in knowledge about how people learn. This work can involve the development of technological tools, curriculum, and especially theory that can be used to understand and support learning. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs, and the activity in which the learner participates. In other words, learning, cognition, knowing, and context are irreducibly co-constituted and cannot be treated as isolated entities or processes. If one believes that context matters in terms of learning and cognition, research paradigms that simply examine these processes as isolated variables within laboratory or other impoverished contexts of participation will necessarily lead to an incomplete understanding of their relevance in more naturalistic settings (Brown, 1992).1 Alternatively, simply observing learning and cognition as they naturally Correspondence and requests for reprints should be sent to Sasha A. Barab, School of Education,

2,233 citations


Cites background from "Design Experiments in Educational R..."

  • ...In Cobb et al.’s (1999) “teaching experiment” approach, this problem of intervention is turned on its head so that issues that arise in the environment are to be accounted for and integrated into existing theory....

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Journal ArticleDOI
TL;DR: The importance of design- based research for the development of TELEs is described, principles for implementing design-based research withTELEs are proposed, and future challenges of using this methodology are discussed.
Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.

1,529 citations


Cites background from "Design Experiments in Educational R..."

  • ...designer (Cobb et al., 2003)....

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  • ...Design-based research stresses collaboration among participants and researchers throughout the processes (Cobb et al., 2003)....

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  • ...Initial design plans may be insufficiently detailed to account for emerging patterns, so changes are anticipated and implemented when necessary (Cobb et al., 2003; Collins, 1999; Edelson, 2002)....

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  • ...Design-based research guides theory development, improves instructional design, extends the application of results, and identifies new design possibilities (Cobb et al., 2003; Edelson, 2002; Gustafson, 2002; Reigeluth & Frick, 1999)....

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  • ..., 2003); in design experiments, researchers are involved throughout (Cobb et al., 2003)....

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Journal Article
TL;DR: In this paper, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs) and discuss future challenges of using this methodology.
Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)

1,505 citations