手法を比較

	参加型デザインベース研究	Lesson Study
分野	フィールド調査法	フィールド調査法
系統	Process / pipeline	Process / pipeline
提唱年	Early 2000s (building on DBR foundations from 1992)	Late 19th century Japan; international dissemination from 1999
提唱者	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
種類	Iterative collaborative design methodology	Collaborative practitioner inquiry / professional development research
原典	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	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
別名	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
関連	6	5
概要	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	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.