J. Confrey. The Cambridge handbook of the learning sciences, Cambridge: Cambridge University Press, (2005)
Abstract
In the NRC report, Scientific Research in Education, (Shavelson & Towne, 2002) three broad types of research were discussed: trends, causal effects, and mechanism. Mechanism was described as research that answers the question, “how or why is it happening”; the authors2 described “design experiments” as an “analytic approach for examining mechanism that begins with theoretical ideas that are tested through the design, implementation, and systematic study of educational tools (curriculum, teaching methods, computer applets) that embody the initial conjectured mechanism” (p. 120). The Committee identified two products of such work as “theory-driven process of designing” and “data-driven process of refining instructional strategies” (p. 121). Both of these products can be viewed as related to a class of research known as design studies, the focus of this chapter.
%0 Book Section
%1 confrey2005evolution
%A Confrey, Jere
%B The Cambridge handbook of the learning sciences
%D 2005
%E Sawyer, Keith
%I Cambridge: Cambridge University Press
%K asld-book asld2011 design designapproaches education ldg learning learningdesigngrid review science
%P 135--151
%T The evolution of design studies as methodology
%U http://www.gismosite.org/ems512/articles/Confrey%20LS%20Handbook%20Chap.pdf
%X In the NRC report, Scientific Research in Education, (Shavelson & Towne, 2002) three broad types of research were discussed: trends, causal effects, and mechanism. Mechanism was described as research that answers the question, “how or why is it happening”; the authors2 described “design experiments” as an “analytic approach for examining mechanism that begins with theoretical ideas that are tested through the design, implementation, and systematic study of educational tools (curriculum, teaching methods, computer applets) that embody the initial conjectured mechanism” (p. 120). The Committee identified two products of such work as “theory-driven process of designing” and “data-driven process of refining instructional strategies” (p. 121). Both of these products can be viewed as related to a class of research known as design studies, the focus of this chapter.
@incollection{confrey2005evolution,
abstract = {In the NRC report, Scientific Research in Education, (Shavelson & Towne, 2002) three broad types of research were discussed: trends, causal effects, and mechanism. Mechanism was described as research that answers the question, “how or why is it happening”; the authors2 described “design experiments” as an “analytic approach for examining mechanism that begins with theoretical ideas that are tested through the design, implementation, and systematic study of educational tools (curriculum, teaching methods, computer applets) that embody the initial conjectured mechanism” (p. 120). The Committee identified two products of such work as “theory-driven process of designing” and “data-driven process of refining [instructional strategies]” (p. 121). Both of these products can be viewed as related to a class of research known as design studies, the focus of this chapter.},
added-at = {2010-08-04T16:36:42.000+0200},
author = {Confrey, Jere},
biburl = {https://www.bibsonomy.org/bibtex/2bfeae02d7a36d56baf23600e50218aa3/yish},
booktitle = {The Cambridge handbook of the learning sciences},
editor = {Sawyer, Keith},
interhash = {4ccef0b16de52c25fc01192ec1b72e61},
intrahash = {bfeae02d7a36d56baf23600e50218aa3},
keywords = {asld-book asld2011 design designapproaches education ldg learning learningdesigngrid review science},
pages = {135--151},
publisher = {Cambridge: Cambridge University Press},
timestamp = {2012-01-05T14:31:06.000+0100},
title = {The evolution of design studies as methodology},
url = {http://www.gismosite.org/ems512/articles/Confrey%20LS%20Handbook%20Chap.pdf},
year = 2005
}