方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 参与式基于设计的研 (PDBR) 是一种迭代的教育研究方法，在这种方法中，从业者× | 课堂观察× | |
|---|---|---|
| 领域 | 田野方法 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | Early 2000s (building on DBR foundations from 1992) | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s |
| 提出者≠ | Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) |
| 类型≠ | Iterative collaborative design methodology | Qualitative and quantitative observational research |
| 开创性文献≠ | 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 ↗ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ |
| 别名 | Participatory DBR, co-design research, collaborative design-based research, participatory educational design research | classroom observation research, structured classroom observation, instructional observation, lesson observation |
| 相关 | 6 | 6 |
| 摘要≠ | 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. | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. |
| ScholarGate数据集 ↗ |
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