%0 Journal Article %1 juuti:dbr %A Juuti, Kalle %A Lavonen, Jari %D 2006 %J NorDiNa %K CERME-6-patterns KalDesignResearch LDSE asld-book based design designapproaches eLPBookMor education jls10 ldg learning learningdesigngrid methodology mythesis narrative narratives research science %P 54-68 %T Design-Based Research in Science Education: One Step Towards Methodology %U http://www.naturfagsenteret.no/binfil/download.php?did=6553 %V 4 %X Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.

@article{juuti:dbr, abstract = {Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.}, added-at = {2011-02-10T12:22:32.000+0100}, author = {Juuti, Kalle and Lavonen, Jari}, biburl = {https://www.bibsonomy.org/bibtex/2bdbeaf02fe3fae46325f9f9f2694825f/yish}, interhash = {b0ebc0d36dd79c3a5f5262d25d7ba6ca}, intrahash = {bdbeaf02fe3fae46325f9f9f2694825f}, journal = {NorDiNa}, keywords = {CERME-6-patterns KalDesignResearch LDSE asld-book based design designapproaches eLPBookMor education jls10 ldg learning learningdesigngrid methodology mythesis narrative narratives research science}, note = {Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training. (p 56)}, pages = {54-68}, timestamp = {2012-01-05T14:30:59.000+0100}, title = {Design-Based Research in Science Education: One Step Towards Methodology}, url = {http://www.naturfagsenteret.no/binfil/download.php?did=6553}, volume = 4, year = 2006 }