Porovnat metody

	Akční výzkum ve vzdělávání	Design-Based Research
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1940s (Lewin); educational context developed 1970s–1980s	1992
Tvůrce	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ann L. Brown and Allan Collins (independently, 1992)
Typ	Participatory qualitative research design	Interventionist qualitative-quantitative mixed methodology
Původní zdroj	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	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.
Další názvy	EAR, practitioner research, teacher action research, classroom action research	DBR, design research, design experiment, educational design research
Příbuzné	6	6
Shrnutí	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.	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.