Сравнение методов

	Дизайн-ориентированные исследования (Design-Based Research, DBR)	Исследовательская деятельность в образовании
Область	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	1992	1940s (Lewin); educational context developed 1970s–1980s
Автор метода	Ann L. Brown and Allan Collins (independently, 1992)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Тип	Interventionist qualitative-quantitative mixed methodology	Participatory qualitative research design
Основополагающий источник	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.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Другие названия	DBR, design research, design experiment, educational design research	EAR, practitioner research, teacher action research, classroom action research
Связанные	6	6
Сводка	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.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.