השוואת שיטות

	לימוד-שיעור (Lesson Study)	מחקר פעולה	מחקר מבוסס-תכנון
תחום	שיטות שדה	מחקר איכותני	שיטות שדה
משפחה	Process / pipeline	Process / pipeline	Process / pipeline
שנת המקור	Late 19th century Japan; international dissemination from 1999	1946	1992
הוגה השיטה	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Ann L. Brown and Allan Collins (independently, 1992)
סוג	Collaborative practitioner inquiry / professional development research	Method	Interventionist qualitative-quantitative mixed methodology
מקור מכונן	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.	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	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study	Participatory Action Research, PAR, Collaborative Inquiry	DBR, design research, design experiment, educational design research
קשורות	5	1	6
תקציר	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.	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.