方法对比

	基于设计的实用主义混合方法	行动研究	Design-Based Research
领域	研究设计	质性研究	田野方法
方法族	Process / pipeline	Process / pipeline	Process / pipeline
起源年份	2000s–2010s	1946	1992
提出者	Synthesised from Design-Based Research Collective (2003) and pragmatist mixed methods scholars (Creswell, Tashakkori, Teddlie)	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Ann L. Brown and Allan Collins (independently, 1992)
类型	Mixed methods research design	Method	Interventionist qualitative-quantitative mixed methodology
开创性文献	Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage. ISBN: 978-1506386706	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	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.
别名	DBPMM, design-based mixed methods, pragmatic design-based research, educational design research with mixed methods	Participatory Action Research, PAR, Collaborative Inquiry	DBR, design research, design experiment, educational design research
相关	2	1	6
摘要	Design-based pragmatic mixed methods combines the iterative, intervention-focused logic of design-based research (DBR) with the philosophical pragmatism that underpins mixed methods inquiry. Researchers design, test, and refine an educational or organisational intervention across multiple cycles while simultaneously collecting quantitative outcome data and qualitative process data. The pragmatist worldview licenses the integration of both data strands in service of a practical research question: does this design work, for whom, and why?	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	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.