Appraising Design and Reporting Elements of Design-Based Research in Education (Poster 40)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Learning Sciences SIG Poster Session 1: STEM Learning, Motivation, Culture, and Design-Based Research

Abstract

Design-based research (DBR) emerged in the Learning Sciences to address the limitations of laboratory-based educational research and address complex educational issues in authentic learning environments. This paper examines existing empirical DBR studies in terms of the nature of design and elements of research reporting. Using examples from 42 studies from a larger critical review, we examined the extent of grounding DBR in contexts of educational practices, the nature of practitioner engagement, and the kinds of design justifications, among others. The study has implications in planning for and reporting DBR studies in education. It also suggests not considering any intervention as DBR thereby carelessly elevating it to “irreproachable status” as a research approach.

Authors

• Addisu Leyew Bailie, University of the Fraser Valley

• Engida Hailye Gebre, Simon Fraser University

• Emmeline Hoogland, Simon Fraser University