Módszerek összehasonlítása

	Tervezettség-alapú, egyidejű, beágyazott vegyes módszertani dizájn	Tervezésalapú kutatás – Oktatási tervezési kísérlet
Tudományterület	Kutatástervezés	Terepi módszerek
Módszercsalád	Process / pipeline	Process / pipeline
Keletkezés éve	2000s–2010s	1992
Megalkotó	Creswell & Plano Clark (concurrent embedded framework); Design-Based Research Collective (DBR framework)	Ann L. Brown and Allan Collins (independently, 1992)
Típus	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Alapmű	Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Sage. ISBN: 978-1412975179	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.
Alternatív nevek	DBR concurrent embedded design, design-based embedded MMR, concurrent embedded DBR design, design experiment embedded mixed methods	DBR, design research, design experiment, educational design research
Kapcsolódó	6	6
Összefoglaló	Design-based concurrent embedded mixed methods design merges the iterative intervention logic of Design-Based Research (DBR) with the concurrent embedded mixed methods structure, in which one data type (typically qualitative) is nested within a dominant dataset (typically quantitative) and both are collected simultaneously within each design cycle. This approach is especially suited to educational intervention and applied research contexts where a product, curriculum, or tool is being developed, tested, and refined through repeated cycles of implementation and analysis.	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.