Ontological Innovation and the Role of Theory in Design Experiments

By Andrea A. diSessa, Paul Cobb. 2004

559 citations recorded by the source corpus.

Subfields: Mechanical Engineering, Sociology and Political Science, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/4e059cdac24f9cdf5f573a552d3be66c780196e6

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Citations in the corpus

A Thirty-Year Reflection on Constructivism in Mathematics Education in Pme (2006, methodology): “In 1986, Cobb, Yackel and Wood found that they needed to shift the behaviors of the students as early as first to third grades, to encourage them to listen to other students and to talk about their solutions (diSessa & Cobb, 2004).”
Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, background): “…to observe specific mediating processes requires distinguishing them from other forms of interaction, and this appears quite often in design research to lead to the observation of unexpected endogenous or emergent mediating processes of both theoretical and practical value (diSessa & Cobb, 2004).”
Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, background): “…particular with the aim that Van den Akker et al. (2006) underline quoting other authors: design research aims at developing empirically grounded theories through combined study of both the process of learning and the means that support that process (DiSessa & Cobb, 2004; Gravemeijer, 1994, 1998).”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “…the kinds of knowledge that design-based research can produce (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Collins, Joseph, & Bielaczyc, 2004; Design-Based Research Collective, 2003; diSessa & Cobb, 2004; Edelson, 2002), with high value placed on the localized nature of such knowledge.”
On Some Necessary Conditions of Learning (2006, background): “This cycle of changing conditions that compares the conditions before and after change and relates these differences to differences in outcome can be repeated many times in a design experiment: indeed, all too many times, according to Dede (2004) .”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “According to Brown (1992) and others (e.g., diSessa & Cobb, 2004), design-based research should be concerned with theoretical development and with making theoretical frameworks more specific and useful by testing them out in practice.”
Embodied design: constructing means for constructing meaning (2009, background): “In turn, implementing and analyzing these designs result in the articulation of 'ontological innovation' (diSessa & Cobb 2004) or 'humble theory' (Cobb, Confrey, diSessa, Lehrer, & Schauble 2003), some of which pertain to the design practice itself.”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, methodology): “To be scientific, these experiments must include conceptual analyses and theories that " do real design work in generating, selecting and validating design alternatives at the level at which they are consequential for learning " (diSessa & Cobb, 2004, p. 77).”
The Practice of Design-Based Research: Uncovering the Interplay Between Design, Research, and the Real-World Context (2004, background): “The IDL framework represents an “ontological innovation” that can serve to “do useful work in generating, selecting among, and assessing design alternatives” (diSessa & Cobb, 2004, p. 77).”
Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural—Historical Activity Theory (CHAT) Framework (2007, background): “…these studies often do not systematically address pressing school-wide issues in kindergarten through Grade 12 settings (Fishman, Marx, Blumenfeld, Krajcik, & Soloway, 2004) and do not adequately add value to theory development (Barab & Squire, 2004; Collins et al., 2004; diSessa & Cobb, 2004).”