手法を比較

	参加型デザインベース研究	参加型アクションリサーチ（PAR）
分野	フィールド調査法	質的手法
系統	Process / pipeline	Process / pipeline
提唱年	Early 2000s (building on DBR foundations from 1992)	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提唱者	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
種類	Iterative collaborative design methodology	Qualitative research method
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.	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
別名	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	PAR, community-based participatory research, collaborative action research, participatory inquiry
関連	6	6
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.	Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow.