Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Utafiti wa Ubunifu Shirikishi× | Mafunzo ya Somo× | |
|---|---|---|
| Nyanja | Mbinu za Uwandani | Mbinu za Uwandani |
| Familia | Process / pipeline | Process / pipeline |
| Mwaka wa asili≠ | Early 2000s (building on DBR foundations from 1992) | Late 19th century Japan; international dissemination from 1999 |
| Mwanzilishi≠ | 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 |
| Aina≠ | Iterative collaborative design methodology | Collaborative practitioner inquiry / professional development research |
| Chanzo asilia≠ | 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. DOI ↗ | 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 |
| Majina mbadala | Participatory DBR, co-design research, collaborative design-based research, participatory educational design research | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Zinazohusiana≠ | 6 | 5 |
| Muhtasari≠ | 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. |
| ScholarGateSeti ya data ↗ |
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