Сравнение на методи

	Изследователски метод, базиран на партисипативен дизайн	Наблюдение в класната стая
Област	Полеви методи	Полеви методи
Семейство	Process / pipeline	Process / pipeline
Година на възникване	Early 2000s (building on DBR foundations from 1992)	1960s (Flanders Interaction Analysis); refined through 1990s–2000s
Създател	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)
Тип	Iterative collaborative design methodology	Qualitative and quantitative observational research
Основополагащ източник	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.
Други названия	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	classroom observation research, structured classroom observation, instructional observation, lesson observation
Свързани	6	6
Резюме	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.