Sammenlign metoder
Gennemgå dine valgte metoder side om side; rækker, der afviger, er fremhævet.
| Deltagende designbaseret forskning× | Deltagerbaseret Aktionsforskning (PAR)× | |
|---|---|---|
| Fagområde≠ | Feltmetoder | Kvalitativ |
| Familie | Process / pipeline | Process / pipeline |
| Oprindelsesår≠ | Early 2000s (building on DBR foundations from 1992) | 1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s |
| Ophavsperson≠ | Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators | Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte |
| Type≠ | Iterative collaborative design methodology | Qualitative research method |
| Oprindelig kilde≠ | 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. DOI ↗ | Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer. link ↗ |
| Aliasser | Participatory DBR, co-design research, collaborative design-based research, participatory educational design research | PAR, community-based participatory research, collaborative action research, participatory inquiry |
| Relaterede | 6 | 6 |
| Resumé≠ | 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. | Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow. |
| ScholarGateDatasæt ↗ |
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