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× | 教育行动研究× | |
|---|---|---|
| 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) | 1940s (Lewin); educational context developed 1970s–1980s |
| 提出者≠ | Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| 类型≠ | Iterative collaborative design methodology | Participatory qualitative research design |
| 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 ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| 别名 | Participatory DBR, co-design research, collaborative design-based research, participatory educational design research | EAR, practitioner research, teacher action research, classroom action research |
| 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. | Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry. |
| ScholarGate数据集 ↗ |
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