So sánh phương pháp

	Nghiên cứu dựa trên thiết kế có sự tham gia	Nghiên cứu bài học
Lĩnh vực	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline
Năm ra đời	Early 2000s (building on DBR foundations from 1992)	Late 19th century Japan; international dissemination from 1999
Người khởi xướng	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
Loại	Iterative collaborative design methodology	Collaborative practitioner inquiry / professional development research
Công trình gốc	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.	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
Tên gọi khác	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Liên quan	6	5
Tóm tắt	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.