Design research from a learning design perspective

By K.P.E. Gravemeijer, Paul Cobb. 2006

810 citations recorded by the source corpus.

Subfields: Education, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4f809cf43dd989f63c9e0d3f677bceb36364963e

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Citations in the corpus

The Role of Contexts and Teacher's Questioning to Enhance Students' Thinking. (2010, methodology): “We contend that our interpretation of design research is a combination of design research (Gravemeijer & Cobb, 2006), Simon’s (1995) notion of Hypothetical Learning Trajectory (HLT) and Lesson Study (Watanabe, 2002; Yoshida, 1999) as discussed in Widjaja and Dolk (2010).”
Learning Multiplication Using Indonesian Traditional Game in Third Grade. (2012, background): “…explanation and justification of solution, and argumentation: attempting to make sense of explanation given by others, indicating agreement and disagreement, and questioning alternatives in solutions in which a conflict in interpretation or solution has become apparent (Gravemeijer & Cobb, 2006).”
Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, background): “More than this, design research projects vary considerably in terms of what is designed in advance and what coevolves during multiple cycles of enactment with collaborators (e.g., Gravemeijer & Cobb, 2006; Zhang, 2012).”
An introduction to educational design research (2013, methodology): “Validation studies aim at advancing learning and instruction theories, such as (Gravemeijer & Cobb, 2006): • micro-theories: at the level of instructional activities • local instruction theories: at the level of instructional sequence; • domain-specific instruction theories: at the level of…”
Design Research as a Means for Building a Knowledge Base for Teachers and Teaching in Mathematics Education (2009, background): “In this article, we discuss a type of research that is meant to provide theories about how an innovation works: design research (Gravemeijer & Cobb, 2006).”
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom (2011, neutral): “…and Zimmermann, 2002), action research (Jaworski, 1998), learning studies (Ling Lo, Marton, Fai Pang and Yan Pong, 2004), teacher development experiments (Simon, 2000), teaching experiments (Norton and McCloskey, 2008) and design research (Brown, 1992; Collins, 1992; Gravemeijer and Cobb, 2006).”
LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES (2020, positive): “All data collected in the design experiment stage were analyzed by comparing the assumptions and HLT with the results of applying the learning trajectory carried out at the design experiment stage (Gravemeijer & Cobb, 2006).”
Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions (2016, positive): “In the German MuM-project, the teaching strategy ‘relating registers’ is developed and researched within the paradigm of design research by means of design experiments (Gravemeijer & Cobb, 2006).”
Digital curriculum resources in mathematics education: foundations for change (2017, background): “…teacher interaction with curriculum materials/resources were identified: (1) design-based approaches and didactical engineering (e.g., Artigue 2011; Gravemeijer and Cobb 2006); (2) the interpretation of and participation with resources (e.g., Brown 2002; Remillard 2005); and (3) the…”
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language (2015, methodology): “Influenced by design research methodology—which calls for multiple iterations of an approach, with each successive iteration informed by ongoing data collection, analysis, and theorization—here we report data from our second iteration (Gravemeijer & Cobb, 2006).”
Emergent modeling: discrete graphs to support the understanding of change and velocity (2009, background): “The main result is not primarily a design that works, but the rationales of how it works (Cobb et al., 2003; Edelson, 2002; Gravemeijer & Cobb, 2006).”
The effects of using drawings in developing young children’s mathematical word problem solving: A design experiment with third-grade Hungarian students (2012, background): “This complexity enables (1) practical feasibility in dissemination (Brown, 1992), therefore assuring ecological validity (Gravemeijer & Cobb, 2006), and (2) possible contribution to theories of classroom learning.”