Порівняння методів

	Трансформативний дизайн зі змішаними методами на основі дизайну	Дослідження, засноване на дизайні (Design-Based Research, DBR)
Галузь	Дизайн дослідження	Польові методи
Родина	Process / pipeline	Process / pipeline
Рік появи	2000s–2010s	1992
Автор методу	Donna M. Mertens (transformative framework); anchored in design-based research tradition (Brown, Collins, Edelson)	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Основоположне джерело	Mertens, D. M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3), 212–225.	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.
Інші назви	DB-TMMD, transformative design-based mixed methods, design-based transformative inquiry, social justice design-based mixed methods	DBR, design research, design experiment, educational design research
Пов'язані	2	6
Підсумок	Design-Based Transformative Mixed Methods Design integrates Donna Mertens' transformative paradigm — which foregrounds social justice, equity, and the perspectives of marginalized groups — with the iterative intervention cycles of design-based research. It systematically combines quantitative and qualitative data across successive design-test-refine cycles to both understand and actively improve conditions for underrepresented communities. The approach is prominent in education, public health, and community-engaged research where changing unjust structures is an explicit goal alongside knowledge generation.	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.