השוואת שיטות

	תצפית בכיתה	מחקר מבוסס-תכנון
תחום	שיטות שדה	שיטות שדה
משפחה	Process / pipeline	Process / pipeline
שנת המקור	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1992
הוגה השיטה	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Ann L. Brown and Allan Collins (independently, 1992)
סוג	Qualitative and quantitative observational research	Interventionist qualitative-quantitative mixed methodology
מקור מכונן	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.
כינויים	classroom observation research, structured classroom observation, instructional observation, lesson observation	DBR, design research, design experiment, educational design research
קשורות	6	6
תקציר	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.