Compara mètodes

	Estudi de lliçó	Investigació-acció	Observació en el Classroom	Investigació basada en el disseny
Camp	Mètodes de camp	Recerca qualitativa	Mètodes de camp	Mètodes de camp
Família	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
Any d'origen	Late 19th century Japan; international dissemination from 1999	1946	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1992
Autor original	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Ann L. Brown and Allan Collins (independently, 1992)
Tipus	Collaborative practitioner inquiry / professional development research	Method	Qualitative and quantitative observational research	Interventionist qualitative-quantitative mixed methodology
Font seminal	Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	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.
Àlies	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study	Participatory Action Research, PAR, Collaborative Inquiry	classroom observation research, structured classroom observation, instructional observation, lesson observation	DBR, design research, design experiment, educational design research
Relacionats	5	1	6	6
Resum	Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide.	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	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.	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.