Design Research: What We Learn When We Engage in Design

By Daniel C. Edelson. 2002

957 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d905b72bbcbdd721456a22f98163cce8ac1fd37

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “A number of related research studies showed that the use of modeling activities encouraged students to develop important mathematical ideas and processes that students normally would not meet in the traditional school curriculum (English & Watters, 2004; Zawojewski, Lesh, & English, 2003). The mathe”
Dialogic Activity Structures for Project-Based Learning Environments (2004, background): “Further research, particularly design research (Edelson, 2002) involving project unit activity structures and their impact on learning process and outcomes in different domains, would enhance our theories and practice.”
Embodied design: constructing means for constructing meaning (2009, background): “…the cognitive sciences – constructs that enable the researchers to plan, coordinate, execute, reflect on, and communicate their processes (Barab, Zuiker, Warren, Hickey, Ingram-Goble, Kwon et al. 2007; Brown 1992; Collins 1992; Confrey 1998, 2005; Edelson 2002; Kelly 2003; Sandoval & Bell 2004).”
Systematic Review of Design-Based Research Progress (2013, background): “The idea that DBR is initiated to address problems that are both scientifically and practically significant has been repeatedly addressed in the literature (Edelson, 2002; Ejersbo et al., 2008) and remains, in our opinion, central to the approach.”
Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education (2004, methodology): “…elsewhere, for instance, under the names of design experiments (e.g. Brown, 1992; Cobb, McClain, & Gravemeijer, 2003) and design research (e.g. Edelson, 2002).2 In this article, I use the latter term, design research, which seems to be more common than the Dutch label of developmental…”
Handbook of Research on Effective Electronic Gaming in Education (2009, methodology): “Among the advantages of using design research are that it provides a useful perspective for theory development and it produces results that are directly relevant to the improvement of school curricula (Edelson, 2002).”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “Edelson (2002) argued that design-based research can develop theoretical knowledge of contexts of learning, and Collins (1999) suggested some aspects of context that could potentially be important to understand, although as yet there seems to be no theoretical framework that links such variables…”
The Role of Contexts and Teacher's Questioning to Enhance Students' Thinking. (2010, background): “Design research (Cobb, Stephan, McClain, & Gravemeijer, 2001; Edelson, 2002; Gravemeijer, 2004; Kelly, 2003; Research Advisory Committee, 1996) is an emerging paradigm which aims to develop sequences of activities and to grasp an empirically grounded understanding of how learning works.”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “Consequently, our multiple data sources came from both external reviewers examining our materials, and our own design-based research investigating the materials as enacted by teachers and students (Brown, 1992; Edelson, 2002).”
Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, methodology): ““To support the retrospective analysis that is an essential element of design research, the design process must be thoroughly and systematically documented” (Edelson, 2002, p. 116).”
A Scaffolding Design Framework for Software to Support Science Inquiry (2004, background): “Abstracting from the specifics of design ideas and the experiences with their enactment is a critical aspect of design research (Edelson, 2002).”
Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching (2018, methodology): “Research methods that reveal students’ deep progress on difficult concepts and that yield theoretical insight into the “active ingredients” of innovations are especially valued (Cobb et al., 2002; Edelson, 2002).”
Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, background): “production of innovative learning environments, knowledge about how such environments work in the settings for which they are designed, and, hopefully, some more fundamental knowledge about learning or teaching (Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Design-Based Research Collective, 2003”
Design-based research and technology-enhanced learning environments (2005, methodology): “Likewise, Edelson (2002) identified three types of theories of potential relevance to TELE: (a) domain theories, (b) design frameworks, and (c) design methodologies.”
THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT (2004, background): “In addition, lately there has been a move towards the acceptance of the principles of design science as a useful means of advancing our understanding in the field of education (Edelson 2002).”
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).”
Ontological Innovation and the Role of Theory in Design Experiments (2004, background): “Design studies, or design experiments, are iterative, situated, and theory-based attempts simultaneously to understand and improve educational processes (Brown, 1992; Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003; Collins, 1992; Edelson, 2002).”
Designing Formative Assessment Software with Teachers: an Analysis of the Co-Design Process (2007, methodology): “In addition, the co-design process has been used to develop assessment materials in science to help students monitor their progress in inquiry (Atkin, 2001; Edelson, 2002) and in reading and mathematics to help teachers adjust instruction (Shepard, 1997).”