M. Blanda, L. Gerson, and K. Dunn. Academic emergency medicine : official journal of the Society for Academic Emergency Medicine, 6 (4):
286-91(April 1999)5804<m:linebreak></m:linebreak>LR: 20041117; JID: 9418450; ppublish;<m:linebreak></m:linebreak>Recursos/Organització; Formació.
H. Tsang, A. Hanbidge, and T. Tin. Proceedings of the 23rd Western Canadian Conference on Computing Education, page 5:1--5:6. New York, NY, USA, ACM, (2018)
K. Juuti, and J. Lavonen. NorDiNa, (2006)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).
J. Bailey. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, 103-112, Australia, MERGA, (2007)"More recently, narrative inquiry has also become a valued form of research (Chambers, 2003; Luwisch, 2001; O’Connell Rust, 1999; Smith, 2006) and can be regarded as a journey during which researchers come to know more deeply about their lives and who they are as people." p 103.
J. Middleton, S. Gorard, C. Taylor, and B. Bannan-Ritland. Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching, (2008)