Сравнение на методи

	Изследователски метод, базиран на партисипативен дизайн	Дизайн-базирано изследване (Образователен дизайнерски експеримент)
Област	Полеви методи	Полеви методи
Семейство	Process / pipeline	Process / pipeline
Година на възникване	Early 2000s (building on DBR foundations from 1992)	1992
Създател	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Iterative collaborative design methodology	Interventionist qualitative-quantitative mixed methodology
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.	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Други названия	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	DBR, design research, design experiment, educational design research
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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.