Porovnať metódy

	Dizajnovo orientovaný výskum (Design-Based Research, DBR)	Etnografia	Štúdium lekcií – Kolaboratívne skúmanie praxe pre zlepšenie výučby
Odbor	Terénne metódy	Kvalitatívne metódy	Terénne metódy
Rodina	Process / pipeline	Process / pipeline	Process / pipeline
Rok vzniku	1992	c. 1922 (Malinowski's Argonauts of the Western Pacific)	Late 19th century Japan; international dissemination from 1999
Tvorca	Ann L. Brown and Allan Collins (independently, 1992)	Bronisław Malinowski (modern ethnography); rooted in 19th-century anthropology	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
Typ	Interventionist qualitative-quantitative mixed methodology	Qualitative fieldwork tradition	Collaborative practitioner inquiry / professional development research
Pôvodný zdroj	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.	Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in Practice (4th ed.). Routledge. ISBN: 978-1138504462	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
Ďalšie názvy	DBR, design research, design experiment, educational design research	Etnografi, participant observation, fieldwork, ethnographic research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Príbuzné	6	5	5
Zhrnutie	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.	Ethnography is a qualitative research tradition in which a researcher immerses themselves in a social group or community over an extended period — typically three to six months or longer — to study its culture, values, and behaviours in their natural setting. Originating in social and cultural anthropology, and consolidated as a rigorous method by Bronisław Malinowski in the early twentieth century, ethnography produces rich, contextualised accounts of how people live, work, and make meaning together.	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.