Módszerek összehasonlítása

	A leckekutatás – Kollaboratív tanári kutatás a tanítás fejlesztéséért	Tervezésalapú kutatás – Oktatási tervezési kísérlet
Tudományterület	Terepi módszerek	Terepi módszerek
Módszercsalád	Process / pipeline	Process / pipeline
Keletkezés éve	Late 19th century Japan; international dissemination from 1999	1992
Megalkotó	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert	Ann L. Brown and Allan Collins (independently, 1992)
Típus	Collaborative practitioner inquiry / professional development research	Interventionist qualitative-quantitative mixed methodology
Alapmű	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	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	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study	DBR, design research, design experiment, educational design research
Kapcsolódó	5	6
Összefoglaló	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.	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.