From design experiments to formative interventions

By Yrjö Engeström. International Conference of the Learning Sciences, 2008

594 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/46db4d393dbae5b5d41cc0f148e4ebb64c932f7d

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In Developmental and Educational Psychology

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Citations in the corpus

The emergence of learners’ transformative agency in a Change Laboratory intervention (2016, methodology): “Problems and challenges observed during the ethnographic fieldwork are brought into the CL sessions and used as ‘mirror materials’ to stimulate collective analysis, problem-solving and developmental efforts by the participants (Engeström 2011).”
Formative Interventions for Expansive Learning and Transformative Agency (2016, methodology): “However, as one of us has argued before (Engeström, 2011), the emphasis on completeness, finality, and closure in much of the central literature on design-based research makes it difficult to take the agency of the learners as a foundational point of departure in this research tradition.”
Relevance to Practice as a Criterion for Rigor (2014, background): “(Engeström, 2011, p. 3), “How can practice and research inform one another?””
‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education (2018, methodology): “We illustrate our argument that learning is inherent in play and exploration by drawing on an example from an ethnographic formative-intervention research study (Engeström, 2011) based on cultural historical activity theory (Engeström, 1987).”
Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families (2016, background): “As with Bang, Medin, Washinawatok, and Chapman (2010) and Engeström (2011), our PDR experience leads us to conclude that “open-ended social innovations” are crucial to systemic repair and that scaling method rather than product is a challenge for which PDR is well matched.”
Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions (2013, methodology): “Excerpts from these interviews were used in the sessions as “mirror material” or “first stimuli” (Engeström 2011) to trigger and support collaborative analysis.”