Methoden vergelijken

	Design-Based Research	Participatory Action Research (PAR)
Vakgebied	Veldmethoden	Kwalitatief
Familie	Process / pipeline	Process / pipeline
Jaar van ontstaan	1992	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
Grondlegger	Ann L. Brown and Allan Collins (independently, 1992)	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
Type	Interventionist qualitative-quantitative mixed methodology	Qualitative research method
Oorspronkelijke bron	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.	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
Aliassen	DBR, design research, design experiment, educational design research	PAR, community-based participatory research, collaborative action research, participatory inquiry
Verwant	6	6
Samenvatting	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.	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.