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| Design-Based Research× | Educational Action Research× | |
|---|---|---|
| Fachgebiet | Feldmethoden | Feldmethoden |
| Familie | Process / pipeline | Process / pipeline |
| Entstehungsjahr≠ | 1992 | 1940s (Lewin); educational context developed 1970s–1980s |
| Urheber≠ | Ann L. Brown and Allan Collins (independently, 1992) | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Typ≠ | Interventionist qualitative-quantitative mixed methodology | Participatory qualitative research design |
| Wegweisende Quelle≠ | 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. DOI ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Aliasnamen | DBR, design research, design experiment, educational design research | EAR, practitioner research, teacher action research, classroom action research |
| Verwandt | 6 | 6 |
| Zusammenfassung≠ | 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. | 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. |
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