Abstract
This contribution explores how the emerging goals, approaches, and
methodologies of design experiments might be productively combined
with methods of inquiry common in more traditional laboratory
science and considers the potential benefits of such a dialectic.
The authors hope to promote a constructive dialogue to help formulate
an infrastructure for the science of education that synthesizes
theoretical insights supported by a wide array of investigational
methodologies (Posner & McCandliss, 1993).
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