Copyright of Teaching Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
", "tags": [], "relations": {}, "dateAdded": "2009-11-12T18:56:47Z", "dateModified": "2022-03-06T21:17:24Z" } }, { "key": "QUQKQXUU", "version": 9230, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/QUQKQXUU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/QUQKQXUU", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/358/items/2K9QEVTZ", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "QUQKQXUU", "version": 9230, "parentItem": "2K9QEVTZ", "itemType": "note", "note": "Accession Number: 19977970; Oshima, Jun 1; Email Address: joshima@kai.ipc.shizuoka.ac.jp; Horino, Ryosuke 1; Oshima, Ritsuko 2; Yamamoto, Tomokazu 3; Inagaki, Shigenori 4; Takenaka, Makiko 5; Yamaguchi, Etsuji 6; Murayama, Isao 1; Nakayama, Hayashi 6; Affiliations: 1: Shizuoka University, Japan 2: Chukyo University, Japan 3: Sumiyoshi Elementary School affiliated with the Faculty of Human Development at Kobe University, Japan 4: Kobe University, Japan 5: Oita University, Japan 6: University of Miyazaki, Japan Source Info: Mar2006, Vol. 17 Issue 1, p43; Thesaurus Term: KNOWLEDGE, Theory of; Thesaurus Term: TEACHERS; Thesaurus Term: TEACHING; Thesaurus Term: LEARNING; Thesaurus Term: CAREER development; Thesaurus Term: PROFESSIONAL education; Thesaurus Term: EDUCATION -- Research; Thesaurus Term: EDUCATION; Subject Term: JAPAN; Number of Pages: 15p; Illustrations: 5 charts, 1 diagram. Document Type: Article
", "tags": [], "relations": {}, "dateAdded": "2009-11-12T18:56:48Z", "dateModified": "2022-03-06T21:16:36Z" } }, { "key": "GT54ZVRJ", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/GT54ZVRJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/GT54ZVRJ", "type": "text/html" } }, "meta": { "creatorSummary": "Yuxin Ma et al.", "parsedDate": "2007-05", "numChildren": 1 }, "data": { "key": "GT54ZVRJ", "version": 1, "itemType": "journalArticle", "title": "A research agenda for developing and implementing educational computer games.", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Yuxin Ma" }, { "creatorType": "author", "firstName": "Douglas", "lastName": "Williams" }, { "creatorType": "author", "firstName": "Louise", "lastName": "Prejean" }, { "creatorType": "author", "firstName": "Charles", "lastName": "Richard" } ], "abstractNote": "The article presents a research agenda which systematically addresses issues for the development and implementation of educational computer games. Research issues including problem presentation, facilitation and scaffolding strategies are the focus of this agenda. Design-based research as a vehicle for research information is argued by authors. The research work is expected to help the generation of research-based models and guidelines for the development and implementation of educational computer games in the educational system.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "May 2007", "volume": "38", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "513-518", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2007.00714.x", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24826084&site=ehost-live", "accessDate": "2009-11-12T18:55:33Z", "PMID": "", "PMCID": "", "ISSN": "00071013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0005", "rights": "", "extra": "", "tags": [ { "tag": "AGENDA setting theory (Communication)", "type": 1 }, { "tag": "Computer games", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EDUCATIONAL innovations", "type": 1 }, { "tag": "INFORMATION theory", "type": 1 }, { "tag": "INFORMATION theory in education", "type": 1 }, { "tag": "MEDIA effects theory (Communication)", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "THEORY", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:55:33Z", "dateModified": "2010-04-06T18:34:11Z" } }, { "key": "AVHSS93Z", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/AVHSS93Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/AVHSS93Z", "type": "text/html" } }, "meta": { "creatorSummary": "Yanchar and Williams", "parsedDate": "2006-12", "numChildren": 1 }, "data": { "key": "AVHSS93Z", "version": 1, "itemType": "journalArticle", "title": "Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use", "creators": [ { "creatorType": "author", "firstName": "Stephen C.", "lastName": "Yanchar" }, { "creatorType": "author", "firstName": "David D.", "lastName": "Williams" } ], "abstractNote": "", "publicationTitle": "Educational Researcher", "publisher": "", "place": "", "date": "Dec., 2006", "volume": "35", "issue": "9", "section": "", "partNumber": "", "partTitle": "", "pages": "3-12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/4124797", "accessDate": "2009-11-12T19:00:13Z", "PMID": "", "PMCID": "", "ISSN": "0013189X", "archive": "", "archiveLocation": "", "shortTitle": "Reconsidering the Compatibility Thesis and Eclecticism", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0026", "rights": "", "extra": "ArticleType: primary_article / Full publication date: Dec., 2006 / Copyright © 2006 American Educational Research Association", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T19:00:13Z", "dateModified": "2010-04-06T18:34:05Z" } }, { "key": "ZMIA6TS5", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/ZMIA6TS5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/ZMIA6TS5", "type": "text/html" } }, "meta": { "creatorSummary": "White", "parsedDate": "2008-03-15", "numChildren": 2 }, "data": { "key": "ZMIA6TS5", "version": 1, "itemType": "journalArticle", "title": "Debugging an Artifact, Instrumenting a Bug: Dialectics of Instrumentation and Design in Technology-Rich Learning Environments.", "creators": [ { "creatorType": "author", "firstName": "Tobin", "lastName": "White" } ], "abstractNote": "Abstract This article explores ways of conceptualizing the design of innovative learning tools as emergent from dialectics between designers and learner-users of those tools. More specifically, I focus on the reciprocities between a designer’s objectives for student learning and a user’s situated activity in a learning environment, as these interact and co-develop in cycles of design-based research. Recent investigations of technology-supported mathematics learning conducted from an ‘instrumental’ perspective provide a powerful framework for analyzing the process through which classroom artifacts become conceptual tools, simultaneously characterizing the ways students come to both implement and understand a device in the context of a task. Similarly, design-based approaches to investigating instructional activity offer epistemological grounds for treating the process of designing artifacts to support learning as unfolding in concert with rather than concluding prior to situated student use. Drawing on each of these perspectives, I describe the design and initial implementation of a set of software artifacts intended to support students’ collaborative problem solving through locally networked handheld computers. Through detailed analyses of three classroom episodes, I report on the ways one student group’s innovative and unexpected use of these tools served as an opportunity to both examine student learning in the context of that novelty and to refine the software design. This account provides an empirical example through which to consider the potential for instrumental genesis to inform design, and for design research epistemology to broaden the scope of instrumental theory. [ABSTRACT FROM AUTHOR]", "publicationTitle": "International Journal of Computers for Mathematical Learning", "publisher": "", "place": "", "date": "March 15, 2008", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-26", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=32804917&site=ehost-live", "accessDate": "2009-11-12T18:54:07Z", "PMID": "", "PMCID": "", "ISSN": "13823892", "archive": "", "archiveLocation": "", "shortTitle": "Debugging an Artifact, Instrumenting a Bug", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0005", "rights": "", "extra": "", "tags": [ { "tag": "DEBUGGING in computer science", "type": 1 }, { "tag": "DECISION making", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "Knowledge, Theory of", "type": 1 }, { "tag": "QUALITY control", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:54:07Z", "dateModified": "2010-04-06T18:33:38Z" } }, { "key": "RIVNXMER", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/RIVNXMER", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/RIVNXMER", "type": "text/html" } }, "meta": { "creatorSummary": "Voithofer", "parsedDate": "2005-12", "numChildren": 1 }, "data": { "key": "RIVNXMER", "version": 1, "itemType": "journalArticle", "title": "Designing New Media Education Research: The Materiality of Data, Representation, and Dissemination", "creators": [ { "creatorType": "author", "firstName": "Rick", "lastName": "Voithofer" } ], "abstractNote": "The current historical moment is marked by the gradual transition from a print culture to a digital new media culture, and this shift carries material effects for how education research contexts are perceived and represented. This discussion uses the concept of materiality to demonstrate how the conceptualization of inquiry through digital representations can be theorized through the histories and discourses of multiple media, computer technologies, research methodologies, epistemological positions, new literacies, and current social and cultural contexts to highlight emerging concerns in education research. Paying attention to the design of materiality encourages scholars to reflect on how inscription technologies influence the ways in which research is conducted and communicated.", "publicationTitle": "Educational Researcher", "publisher": "", "place": "", "date": "Dec., 2005", "volume": "34", "issue": "9", "section": "", "partNumber": "", "partTitle": "", "pages": "3-14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/3699990", "accessDate": "2009-11-12T19:00:06Z", "PMID": "", "PMCID": "", "ISSN": "0013189X", "archive": "", "archiveLocation": "", "shortTitle": "Designing New Media Education Research", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0012", "rights": "", "extra": "ArticleType: primary_article / Full publication date: Dec., 2005 / Copyright © 2005 American Educational Research Association", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T19:00:06Z", "dateModified": "2010-04-06T18:33:21Z" } }, { "key": "AD8VS4ZB", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/AD8VS4ZB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/AD8VS4ZB", "type": "text/html" } }, "meta": { "creatorSummary": "The Design-Based Research Collective", "parsedDate": "2003-02", "numChildren": 1 }, "data": { "key": "AD8VS4ZB", "version": 1, "itemType": "journalArticle", "title": "Design-Based Research: An Emerging Paradigm for Educational Inquiry", "creators": [ { "creatorType": "author", "name": "The Design-Based Research Collective" } ], "abstractNote": "The authors argue that design-based research, which blends empirical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design-based researchers' innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and advance theories of learning and teaching in complex settings. Design-based research also may contribute to the growth of human capacity for subsequent educational reform.", "publicationTitle": "Educational Researcher", "publisher": "", "place": "", "date": "Jan. - Feb., 2003", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "5-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/3699927", "accessDate": "2009-11-12T18:59:57Z", "PMID": "", "PMCID": "", "ISSN": "0013189X", "archive": "", "archiveLocation": "", "shortTitle": "Design-Based Research", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0010", "rights": "", "extra": "ArticleType: primary_article / Issue Title: Theme Issue: The Role of Design in Educational Research / Full publication date: Jan. - Feb., 2003 / Copyright © 2003 American Educational Research Association", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:59:57Z", "dateModified": "2010-04-06T18:32:59Z" } }, { "key": "2XCC2CWV", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/2XCC2CWV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/2XCC2CWV", "type": "text/html" } }, "meta": { "creatorSummary": "Taasoobshirazi et al.", "parsedDate": "2006-12", "numChildren": 2 }, "data": { "key": "2XCC2CWV", "version": 1, "itemType": "journalArticle", "title": "Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment.", "creators": [ { "creatorType": "author", "firstName": "Gita", "lastName": "Taasoobshirazi" }, { "creatorType": "author", "firstName": "Steven J.", "lastName": "Zuiker" }, { "creatorType": "author", "firstName": "Kate T.", "lastName": "Anderson" }, { "creatorType": "author", "firstName": "Daniel T.", "lastName": "Hickey" } ], "abstractNote": "As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. Astronomy Village ® : Investigating the Universe™ is a software program designed to engage secondary science students in authentic and inquiry-based learning over core topics in astronomy. The software was enhanced with a 20-hour curriculum and three levels of assessment to ensure successful inquiry experiences and high-stakes achievement. The first year implementation of Astronomy Village® yielded significant gains on a curriculum-oriented exam but not a standards-oriented test, and provided useful design insights that were integrated into the second year implementations. Significant gains were obtained on the test during the second year as well. It is expected that many existing inquiry-oriented science curricula might be similarly enhanced, and is suggested that a large-scale effort to do so might have a lasting impact on science education. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Science Education & Technology", "publisher": "", "place": "", "date": "December 2006", "volume": "15", "issue": "5/6", "section": "", "partNumber": "", "partTitle": "", "pages": "383-395", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10956-006-9028-0", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=23268505&site=ehost-live", "accessDate": "2009-11-12T18:56:26Z", "PMID": "", "PMCID": "", "ISSN": "10590145", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0011", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement", "type": 1 }, { "tag": "ASTRONOMY -- Study & teaching", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Curricula", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "INQUIRY-based learning", "type": 1 }, { "tag": "INTERACTIVE multimedia", "type": 1 }, { "tag": "PROGRAMMED instruction", "type": 1 }, { "tag": "SCIENCE -- Study & teaching", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "Technology", "type": 1 }, { "tag": "science education", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:56:26Z", "dateModified": "2010-04-06T18:32:57Z" } }, { "key": "BTT9T7SJ", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/BTT9T7SJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/BTT9T7SJ", "type": "text/html" } }, "meta": { "creatorSummary": "Squire and Jan", "parsedDate": "2007-02", "numChildren": 2 }, "data": { "key": "BTT9T7SJ", "version": 1, "itemType": "journalArticle", "title": "Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers.", "creators": [ { "creatorType": "author", "firstName": "Kurt", "lastName": "Squire" }, { "creatorType": "author", "firstName": "Mingfong", "lastName": "Jan" } ], "abstractNote": "While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive” pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science. We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Science Education & Technology", "publisher": "", "place": "", "date": "February 2007", "volume": "16", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "5-29", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10956-006-9037-z", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24718739&site=ehost-live", "accessDate": "2009-11-12T18:56:21Z", "PMID": "", "PMCID": "", "ISSN": "10590145", "archive": "", "archiveLocation": "", "shortTitle": "Mad City Mystery", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0035", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" }, { "tag": "Digital computer simulation", "type": 1 }, { "tag": "EDUCATION -- Curricula", "type": 1 }, { "tag": "ROLE playing", "type": 1 }, { "tag": "SCIENCE -- Study & teaching", "type": 1 }, { "tag": "SCIENTIFIC knowledge", "type": 1 }, { "tag": "SITUATED learning theory", "type": 1 }, { "tag": "VIRTUAL computer systems", "type": 1 }, { "tag": "VIRTUAL reality in education", "type": 1 }, { "tag": "VISUAL learning", "type": 1 }, { "tag": "augmented reality", "type": 1 }, { "tag": "game-based learning", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:56:21Z", "dateModified": "2010-04-06T18:32:33Z" } }, { "key": "EAGX8T2S", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/EAGX8T2S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/EAGX8T2S", "type": "text/html" } }, "meta": { "creatorSummary": "Sandoval and Bell", "parsedDate": "2004", "numChildren": 1 }, "data": { "key": "EAGX8T2S", "version": 1, "itemType": "journalArticle", "title": "Design-Based Research Methods for Studying Learning in Context: Introduction", "creators": [ { "creatorType": "author", "firstName": "WA", "lastName": "Sandoval" }, { "creatorType": "author", "firstName": "P", "lastName": "Bell" } ], "abstractNote": "", "publicationTitle": "Educational Psychologist", "publisher": "", "place": "", "date": "2004", "volume": "39", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "199-201", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0071", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": { "owl:sameAs": "http://zotero.org/groups/1612/items/KR3VTFQV" }, "dateAdded": "2009-11-12T19:24:41Z", "dateModified": "2010-04-06T18:31:43Z" } }, { "key": "F2W3FED2", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/F2W3FED2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/F2W3FED2", "type": "text/html" } }, "meta": { "creatorSummary": "Rowland", "parsedDate": "2007-03", "numChildren": 1 }, "data": { "key": "F2W3FED2", "version": 1, "itemType": "journalArticle", "title": "Educational Inquiry in Transition: Research and Design.", "creators": [ { "creatorType": "author", "firstName": "Gordon", "lastName": "Rowland" } ], "abstractNote": "The article reflects on design-based research as an innovative approach to educational inquiry. The author cites that if we take the perspective that learning is complex, dynamic, and context-dependent, then it becomes necessary to develop alternative research methods to those that seek to manipulate and isolate variables in heavily controlled environments.", "publicationTitle": "Educational Technology", "publisher": "", "place": "", "date": "Mar March 2007", "volume": "47", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "14-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Editorial", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24273984&site=ehost-live", "accessDate": "2009-11-12T18:56:16Z", "PMID": "", "PMCID": "", "ISSN": "00131962", "archive": "", "archiveLocation": "", "shortTitle": "Educational Inquiry in Transition", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0003", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" }, { "tag": "EDUCATION", "type": 1 }, { "tag": "INQUIRY (Theory of knowledge)", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "teaching", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:56:16Z", "dateModified": "2010-04-06T18:31:34Z" } }, { "key": "JQ6W9FE3", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/JQ6W9FE3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/JQ6W9FE3", "type": "text/html" } }, "meta": { "creatorSummary": "RowIand", "parsedDate": "2008-11", "numChildren": 2 }, "data": { "key": "JQ6W9FE3", "version": 1, "itemType": "journalArticle", "title": "Design and Research: Partners for Educational Innovation.", "creators": [ { "creatorType": "author", "firstName": "Gordon", "lastName": "RowIand" } ], "abstractNote": "The great need for educational innovation goes beyond what educational research alone can provide. Educational design offers much potential, particularly in combination with research—as design research (research on, into, or about design, design-based research (research through design), research-enhanced design (research to inform designing), and design-AND-research (the two transforming each other). [ABSTRACT FROM AUTHOR]", "publicationTitle": "Educational Technology", "publisher": "", "place": "", "date": "Nov November 2008", "volume": "48", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "3-9", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=35060862&site=ehost-live", "accessDate": "2009-11-12T18:52:54Z", "PMID": "", "PMCID": "", "ISSN": "00131962", "archive": "", "archiveLocation": "", "shortTitle": "Design and Research", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0000", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Experimental methods", "type": 1 }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EDUCATIONAL innovations", "type": 1 }, { "tag": "EDUCATIONAL planning", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Educational change", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:52:54Z", "dateModified": "2010-04-06T18:31:33Z" } }, { "key": "2K9QEVTZ", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/2K9QEVTZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/2K9QEVTZ", "type": "text/html" } }, "meta": { "creatorSummary": "Oshima et al.", "parsedDate": "2006-03", "numChildren": 2 }, "data": { "key": "2K9QEVTZ", "version": 1, "itemType": "journalArticle", "title": "Changing Teachers’ Epistemological Perspectives: A case study of teacher–researcher collaborative lesson studies in Japan.", "creators": [ { "creatorType": "author", "firstName": "Jun", "lastName": "Oshima" }, { "creatorType": "author", "firstName": "Ryosuke", "lastName": "Horino" }, { "creatorType": "author", "firstName": "Ritsuko", "lastName": "Oshima" }, { "creatorType": "author", "firstName": "Tomokazu", "lastName": "Yamamoto" }, { "creatorType": "author", "firstName": "Shigenori", "lastName": "Inagaki" }, { "creatorType": "author", "firstName": "Makiko", "lastName": "Takenaka" }, { "creatorType": "author", "firstName": "Etsuji", "lastName": "Yamaguchi" }, { "creatorType": "author", "firstName": "Isao", "lastName": "Murayama" }, { "creatorType": "author", "firstName": "Hayashi", "lastName": "Nakayama" } ], "abstractNote": "Lesson study in Japan, the practice in which teachers work collaboratively and reflectively with colleagues on improving their classroom teaching, has recently attracted attention internationally as an effective means of teachers’ professional development. Although lesson study is very useful for helping new teachers join the profession and for teachers to develop pedagogical knowledge, its effectiveness is less clear when teachers have to understand new epistemologies for new forms of learning and teaching. This paper describes a variation of lesson study, called design study, which takes the concept further to involve teachers and researchers working together as a design team. Specifically it describes the development of an experienced classroom teacher through his participation in a design-based research practice, tracing how he shifted his focus towards epistemological issues and successfully developed new pedagogical content knowledge. The paper describes how such a design-based collaborative study might enrich teacher knowledge, and articulates possible factors that might contribute to it as a successful practice. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Teaching Education", "publisher": "", "place": "", "date": "March 2006", "volume": "17", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "43-57", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/10476210500527931", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=19977970&site=ehost-live", "accessDate": "2009-11-12T18:56:46Z", "PMID": "", "PMCID": "", "ISSN": "10476210", "archive": "", "archiveLocation": "", "shortTitle": "Changing Teachers’ Epistemological Perspectives", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0001", "rights": "", "extra": "", "tags": [ { "tag": "CAREER development", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION", "type": 1 }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "Knowledge, Theory of", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "PROFESSIONAL education", "type": 1 }, { "tag": "Teachers", "type": 1 }, { "tag": "japan", "type": 1 }, { "tag": "teaching", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:56:46Z", "dateModified": "2010-04-06T18:30:42Z" } }, { "key": "GPMMPE4A", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/GPMMPE4A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/GPMMPE4A", "type": "text/html" } }, "meta": { "creatorSummary": "Knowlton", "parsedDate": "2007-10", "numChildren": 2 }, "data": { "key": "GPMMPE4A", "version": 1, "itemType": "journalArticle", "title": "I Design; Therefore I Research: Revealing DBR through Personal Narrative.", "creators": [ { "creatorType": "author", "firstName": "Dave S.", "lastName": "Knowlton" } ], "abstractNote": "Design Based Research (DBR) is a new and still-emerging approach to research about design, learning, and allied areas. This article reports one designer's experiences within a DBR project. Whereas most reports of DBR focus on the outcomes of the design itself, the current paper offers a hermeneutical perspective by focusing on the personal narrative of the designer. Using Edelson's (2002) categories of learning as a basis for the discussion, the author reports the development of his own domain theories, design frameworks, and design methodology. Implications for other designers who would consider using personal narrative and hermeneutics are offered. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Educational Technology & Society", "publisher": "", "place": "", "date": "October 2007", "volume": "10", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "209-223", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27801059&site=ehost-live", "accessDate": "2009-11-12T18:54:51Z", "PMID": "", "PMCID": "", "ISSN": "14364522", "archive": "", "archiveLocation": "", "shortTitle": "I Design; Therefore I Research", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0000", "rights": "", "extra": "", "tags": [ { "tag": "Computer-mediated bulletin boards", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "Design-based research", "type": 1 }, { "tag": "FIRST person narrative", "type": 1 }, { "tag": "HERMENEUTICS", "type": 1 }, { "tag": "Personal narrative", "type": 1 }, { "tag": "RAPID prototyping", "type": 1 }, { "tag": "RESEARCH -- Methodology", "type": 1 }, { "tag": "TEACHING methods", "type": 1 }, { "tag": "TELEMATICS", "type": 1 }, { "tag": "Theory development", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:54:51Z", "dateModified": "2010-04-06T18:28:58Z" } }, { "key": "P7T4KCHB", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/P7T4KCHB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/P7T4KCHB", "type": "text/html" } }, "meta": { "creatorSummary": "Kelly", "parsedDate": "2003-02", "numChildren": 1 }, "data": { "key": "P7T4KCHB", "version": 1, "itemType": "journalArticle", "title": "Research as Design", "creators": [ { "creatorType": "author", "firstName": "Anthony E.", "lastName": "Kelly" } ], "abstractNote": "Inspired by the seminal work of Ann Brown, Allan Collins, Roy Pea, and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields. This special issue highlights the work of some of these active researchers and provides a number of commentaries on it.", "publicationTitle": "Educational Researcher", "publisher": "", "place": "", "date": "Jan. - Feb., 2003", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "3-4", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/3699926", "accessDate": "2009-11-12T19:00:00Z", "PMID": "", "PMCID": "", "ISSN": "0013189X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0107", "rights": "", "extra": "ArticleType: primary_article / Issue Title: Theme Issue: The Role of Design in Educational Research / Full publication date: Jan. - Feb., 2003 / Copyright © 2003 American Educational Research Association", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T19:00:00Z", "dateModified": "2010-04-06T18:28:48Z" } }, { "key": "4KNMKTM3", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/4KNMKTM3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/4KNMKTM3", "type": "text/html" } }, "meta": { "creatorSummary": "Hoadley", "parsedDate": "2004", "numChildren": 1 }, "data": { "key": "4KNMKTM3", "version": 1, "itemType": "journalArticle", "title": "Methodological Alignment in Design-Based Research", "creators": [ { "creatorType": "author", "firstName": "CM", "lastName": "Hoadley" } ], "abstractNote": "", "publicationTitle": "Educational Psychologist", "publisher": "", "place": "", "date": "2004", "volume": "39", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "203-212", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0061", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": { "owl:sameAs": "http://zotero.org/groups/1612/items/EBNQG3TW" }, "dateAdded": "2009-11-12T19:24:51Z", "dateModified": "2010-04-06T18:28:08Z" } }, { "key": "3CPFBPRD", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/3CPFBPRD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/3CPFBPRD", "type": "text/html" } }, "meta": { "creatorSummary": "Collins et al.", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "3CPFBPRD", "version": 1, "itemType": "journalArticle", "title": "Design Research: Theoretical and Methodological Issues", "creators": [ { "creatorType": "author", "firstName": "A", "lastName": "Collins" }, { "creatorType": "author", "firstName": "D", "lastName": "Joseph" }, { "creatorType": "author", "firstName": "K", "lastName": "Bielaczyc" } ], "abstractNote": "", "publicationTitle": "The Journal of the Learning Sciences", "publisher": "", "place": "", "date": "2004", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "15-42", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0340", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": { "owl:sameAs": "http://zotero.org/groups/1612/items/R89527T7" }, "dateAdded": "2009-11-12T19:25:03Z", "dateModified": "2010-04-06T18:26:24Z" } }, { "key": "KEC3RMTT", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/KEC3RMTT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/KEC3RMTT", "type": "text/html" } }, "meta": { "creatorSummary": "Clarke et al.", "parsedDate": "2006-05", "numChildren": 1 }, "data": { "key": "KEC3RMTT", "version": 1, "itemType": "journalArticle", "title": "A Design-Based Research Strategy to Promote Scalability for Educational Innovations.", "creators": [ { "creatorType": "author", "firstName": "Jody", "lastName": "Clarke" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Dede" }, { "creatorType": "author", "firstName": "Diane Jass", "lastName": "Ketelhut" }, { "creatorType": "author", "firstName": "Brian", "lastName": "Nelson" } ], "abstractNote": "The article discusses strategies to scale up educational innovations. Scaling up is described to involve an adaptation of successful innovations that is effective in its usage in a complex setting. In the field of education, scaling up is a difficult process because of differences in the needs of students and facilities of institutions. In order to scale up educational technology innovations, a flexible design that could be effectively used in various contexts, even in an environment that lack conditions of success, should be implemented. Integration of automation and individualization is also an effective way to scale up the Design-Based research.", "publicationTitle": "Educational Technology", "publisher": "", "place": "", "date": "May May 2006", "volume": "46", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "27-36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=21286307&site=ehost-live", "accessDate": "2009-11-12T18:56:33Z", "PMID": "", "PMCID": "", "ISSN": "00131962", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0024", "rights": "", "extra": "", "tags": [ { "tag": "Automation", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EDUCATIONAL innovations", "type": 1 }, { "tag": "EDUCATIONAL planning", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "Instructional systems", "type": 1 }, { "tag": "SCALABILITY", "type": 1 }, { "tag": "SYSTEM design", "type": 1 }, { "tag": "Technological innovations", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:56:33Z", "dateModified": "2010-04-06T18:26:15Z" } }, { "key": "C4KKF9RA", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/C4KKF9RA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/C4KKF9RA", "type": "text/html" } }, "meta": { "creatorSummary": "Bunderson and Newby", "parsedDate": "2009-06", "numChildren": 2 }, "data": { "key": "C4KKF9RA", "version": 1, "itemType": "journalArticle", "title": "The Relationships Among Design Experiments, Invariant Measurement Scales, and Domain Theories.", "creators": [ { "creatorType": "author", "firstName": "C. Victor", "lastName": "Bunderson" }, { "creatorType": "author", "firstName": "Van A.", "lastName": "Newby" } ], "abstractNote": "In this paper we discuss principled design experiments, a rigorous, experimentally-oriented form of design-based research. We show the dependence of design experiments on invariant measurement scales. We discuss four kinds of invariance culminating in interpretive invariance, and how this in turn depends on increasingly adequate theories of a domain. These theories give an account of the dimensions and ordered attainments on a set of dimensions that span a domain appropriately. This account may be called a domain theory or learning theory of progressive attainments (in a local domain). We show the direct, and the broader benefits of developing and using these descriptive theories of a domain to guide prescriptive design approaches to research. In process of giving an account of this set of interdependencies, we will discuss aspects of the design method we are using, called Validity-Centered Design. This design framework guides the development of instruments based on domain theories, the development of learning opportunities; also based on domain theories, and the construction of a sound validity argument for systems that integrate learning with assessment. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Applied Measurement", "publisher": "", "place": "", "date": "June 2009", "volume": "10", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "117-137", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=43775830&site=ehost-live", "accessDate": "2009-11-12T18:50:15Z", "PMID": "", "PMCID": "", "ISSN": "15297713", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0002", "rights": "", "extra": "", "tags": [ { "tag": "Design", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EVALUATION methodology", "type": 1 }, { "tag": "INSTRUCTIONAL systems -- Design", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "RESEARCH", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:50:15Z", "dateModified": "2010-04-06T18:25:44Z" } }, { "key": "WRSS5WTZ", "version": 2, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/WRSS5WTZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/WRSS5WTZ", "type": "text/html" } }, "meta": { "creatorSummary": "Barab et al.", "parsedDate": "2007", "numChildren": 2 }, "data": { "key": "WRSS5WTZ", "version": 2, "itemType": "journalArticle", "title": "Situationally embodied curriculum: Relating formalisms and contexts.", "creators": [ { "creatorType": "author", "firstName": "Sasha", "lastName": "Barab" }, { "creatorType": "author", "firstName": "Steve", "lastName": "Zuiker" }, { "creatorType": "author", "firstName": "Scott", "lastName": "Warren" }, { "creatorType": "author", "firstName": "Dan", "lastName": "Hickey" }, { "creatorType": "author", "firstName": "Adam", "lastName": "Ingram-Goble" }, { "creatorType": "author", "firstName": "Eun-Ju", "lastName": "Kwon" }, { "creatorType": "author", "firstName": "Inna", "lastName": "Kouper" }, { "creatorType": "author", "firstName": "Susan C.", "lastName": "Herring" } ], "abstractNote": "This study describes an example of design-based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations between contexts and disciplinary formalisms. Prior to this study, we completed a first cycle of design revisions to a game-based ecological sciences curriculum to make more apparent specific domain concepts associated with targeted learning standards. Of particular interest was using gaming principles to embed standards-based science concepts in the curricular experience without undermining the situative embodiment central to our design philosophy. In Study One reported here, the same first-cycle elementary teacher used the refined second-cycle curriculum, again with high-ability fourth graders. We then analyzed qualitative and quantitative data on student participation and performance to further refine our theory and revise the curriculum. In Study Two, another teacher implemented a further refined second-cycle curriculum with lower achieving fourth graders, including several students labeled as having special needs. We use the design trajectory and results to illustrate and warrant the creation of a situationally embodied curriculum that supports the learning of specific disciplinary formalisms. © 2007 Wiley Periodicals, Inc. Sci Ed, 91:750–782, 2007 [ABSTRACT FROM AUTHOR]", "publicationTitle": "Science Education", "publisher": "", "place": "", "date": "2007", "volume": "91", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "750-782", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26088329&site=ehost-live", "accessDate": "2009-11-12T18:55:24Z", "PMID": "", "PMCID": "", "ISSN": "00368326", "archive": "", "archiveLocation": "", "shortTitle": "Situationally embodied curriculum", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0040", "rights": "", "extra": "", "tags": [ { "tag": "CONTEXTUALISM (Philosophy)", "type": 1 }, { "tag": "Computer simulation", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION -- Curricula", "type": 1 }, { "tag": "Educational games", "type": 1 }, { "tag": "FORMAL sociology", "type": 1 }, { "tag": "GOAL (Philosophy)", "type": 1 }, { "tag": "INTENTIONALITY (Philosophy)", "type": 1 }, { "tag": "Literacy", "type": 1 }, { "tag": "MULTIUSER systems", "type": 1 }, { "tag": "ROLE playing", "type": 1 }, { "tag": "SOFTWARE", "type": 1 }, { "tag": "VIRTUAL reality", "type": 1 }, { "tag": "Video games", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:55:24Z", "dateModified": "2010-04-06T18:25:03Z" } }, { "key": "87JU9JSD", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/87JU9JSD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/87JU9JSD", "type": "text/html" } }, "meta": { "creatorSummary": "Barab and Squire", "parsedDate": "2004", "numChildren": 2 }, "data": { "key": "87JU9JSD", "version": 1, "itemType": "journalArticle", "title": "Design-based research: Putting a stake in the ground", "creators": [ { "creatorType": "author", "firstName": "S.", "lastName": "Barab" }, { "creatorType": "author", "firstName": "K.", "lastName": "Squire" } ], "abstractNote": "", "publicationTitle": "Journal of the Learning Sciences", "publisher": "", "place": "", "date": "2004", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1–14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Design-based research", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0353", "rights": "", "extra": "", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": { "owl:sameAs": "http://zotero.org/groups/1687/items/JXZT5NC4" }, "dateAdded": "2009-10-25T23:57:29Z", "dateModified": "2010-04-06T18:25:01Z" } }, { "key": "3KIHDGGD", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/3KIHDGGD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/3KIHDGGD", "type": "text/html" } }, "meta": { "creatorSummary": "Bannan-Ritland", "parsedDate": "2003-02", "numChildren": 1 }, "data": { "key": "3KIHDGGD", "version": 1, "itemType": "journalArticle", "title": "The Role of Design in Research: The Integrative Learning Design Framework", "creators": [ { "creatorType": "author", "firstName": "Brenda", "lastName": "Bannan-Ritland" } ], "abstractNote": "In this article, a general model is proposed for design research in education that grows out of the author's research and work in related design fields. The model emphasizes the stage sensitivity of (a) research questions, (b) data and methods, and (c) the need for researchers to design artifacts, processes, and analyses at earlier stages in their research that can then be profitably used (perhaps by different researchers) in later stages.", "publicationTitle": "Educational Researcher", "publisher": "", "place": "", "date": "Jan. - Feb., 2003", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "21-24", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/3699931", "accessDate": "2009-11-12T19:00:03Z", "PMID": "", "PMCID": "", "ISSN": "0013189X", "archive": "", "archiveLocation": "", "shortTitle": "The Role of Design in Research", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0123", "rights": "", "extra": "ArticleType: primary_article / Issue Title: Theme Issue: The Role of Design in Educational Research / Full publication date: Jan. - Feb., 2003 / Copyright © 2003 American Educational Research Association", "tags": [ { "tag": "Design Based Research" } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T19:00:03Z", "dateModified": "2010-04-06T18:24:58Z" } }, { "key": "HTKGA9T9", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/HTKGA9T9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/HTKGA9T9", "type": "text/html" } }, "meta": { "creatorSummary": "Anderson et al.", "parsedDate": "2007-11-05", "numChildren": 2 }, "data": { "key": "HTKGA9T9", "version": 1, "itemType": "journalArticle", "title": "Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science.", "creators": [ { "creatorType": "author", "firstName": "Kate T.", "lastName": "Anderson" }, { "creatorType": "author", "firstName": "Steven J.", "lastName": "Zuiker" }, { "creatorType": "author", "firstName": "Gita", "lastName": "Taasoobshirazi" }, { "creatorType": "author", "firstName": "Daniel T.", "lastName": "Hickey" } ], "abstractNote": "This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi-media curricular environment called Astronomy Village®. As part of a broader design-based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards-oriented external tests. Analyses of complementary formulations of domain concepts - discourse practises and assessment performance - suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s). [ABSTRACT FROM AUTHOR]", "publicationTitle": "International Journal of Science Education", "publisher": "", "place": "", "date": "November 05, 2007", "volume": "29", "issue": "14", "section": "", "partNumber": "", "partTitle": "", "pages": "1721-1744", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09500690701217295", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27832187&site=ehost-live", "accessDate": "2009-11-12T18:54:39Z", "PMID": "", "PMCID": "", "ISSN": "09500693", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0002", "rights": "", "extra": "", "tags": [ { "tag": "Curriculum planning", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "EDUCATION", "type": 1 }, { "tag": "EDUCATION -- Standards", "type": 1 }, { "tag": "FORMATIVE tests", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "SCIENCE -- Study & teaching", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "Teachers", "type": 1 }, { "tag": "discourse", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:54:39Z", "dateModified": "2010-04-06T18:24:43Z" } }, { "key": "KNNJXW8B", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/KNNJXW8B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/KNNJXW8B", "type": "text/html" } }, "meta": { "creatorSummary": "Amiel and Reeves", "parsedDate": "2008-10", "numChildren": 2 }, "data": { "key": "KNNJXW8B", "version": 1, "itemType": "journalArticle", "title": "Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda.", "creators": [ { "creatorType": "author", "firstName": "Tel", "lastName": "Amiel" }, { "creatorType": "author", "firstName": "Thomas C.", "lastName": "Reeves" } ], "abstractNote": "The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as computers and the Internet. To a considerable degree, this is due to the minor role educational technology research plays in transforming the use of technological tools in the classroom. This article presents an analysis of technology as a process and as a value-laden system, both of which have substantial consequences to our approach to research. It is argued in the article that design-based research can address some of the deficiencies of other research methods in investigating the role of tools and techniques in the classroom. Through more democratic research practices and recognizing technology as a system beyond its tools, researchers can increase their impact on educational practice. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Educational Technology & Society", "publisher": "", "place": "", "date": "October 2008", "volume": "11", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "29-40", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "Article", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=36043043&site=ehost-live", "accessDate": "2009-11-12T18:53:11Z", "PMID": "", "PMCID": "", "ISSN": "14364522", "archive": "", "archiveLocation": "", "shortTitle": "Design-Based Research and Educational Technology", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0001", "rights": "", "extra": "", "tags": [ { "tag": "Critique", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "Design-based research", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "EXPERIMENTAL design", "type": 1 }, { "tag": "INTERNET in education", "type": 1 }, { "tag": "Methodology", "type": 1 }, { "tag": "TEACHING -- Aids & devices", "type": 1 }, { "tag": "VALUES", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:53:11Z", "dateModified": "2010-04-06T18:24:42Z" } }, { "key": "7NU6MWH3", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/7NU6MWH3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/7NU6MWH3", "type": "text/html" } }, "meta": { "creatorSummary": "Abrahamson", "parsedDate": "2009-01", "numChildren": 2 }, "data": { "key": "7NU6MWH3", "version": 1, "itemType": "journalArticle", "title": "Embodied design: constructing means for constructing meaning.", "creators": [ { "creatorType": "author", "firstName": "Dor", "lastName": "Abrahamson" } ], "abstractNote": "Design-based research studies are conducted as iterative implementation-analysis-modification cycles, in which emerging theoretical models and pedagogically plausible activities are reciprocally tuned toward each other as a means of investigating conjectures pertaining to mechanisms underlying content teaching and learning. Yet this approach, even when resulting in empirically effective educational products, remains under-conceptualized as long as researchers cannot be explicit about their craft and specifically how data analyses inform design decisions. Consequentially, design decisions may appear arbitrary, design methodology is insufficiently documented for broad dissemination, and design practice is inadequately conversant with learning-sciences perspectives. One reason for this apparent under-theorizing, I propose, is that designers do not have appropriate constructs to formulate and reflect on their own intuitive responses to students’ observed interactions with the media under development. Recent socio-cultural explication of epistemic artifacts as semiotic means for mathematical learners to objectify presymbolic notions (e.g., Radford, Mathematical Thinking and Learning 5(1): 37–70, ) may offer design-based researchers intellectual perspectives and analytic tools for theorizing design improvements as responses to participants’ compromised attempts to build and communicate meaning with available media. By explaining these media as potential semiotic means for students to objectify their emerging understandings of mathematical ideas, designers, reciprocally, create semiotic means to objectify their own intuitive design decisions, as they build and improve these media. Examining three case studies of undergraduate students reasoning about a simple probability situation (binomial), I demonstrate how the semiotic approach illuminates the process and content of student reasoning and, so doing, explicates and possibly enhances design-based research methodology. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Educational Studies in Mathematics", "publisher": "", "place": "", "date": "January 2009", "volume": "70", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "27-47", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10649-008-9137-1", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=35756827&site=ehost-live", "accessDate": "2009-11-12T18:52:01Z", "PMID": "", "PMCID": "", "ISSN": "00131954", "archive": "", "archiveLocation": "", "shortTitle": "Embodied design", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "0007", "rights": "", "extra": "", "tags": [ { "tag": "Binomial", "type": 1 }, { "tag": "COMBINATORIAL analysis", "type": 1 }, { "tag": "Cognition", "type": 1 }, { "tag": "College", "type": 1 }, { "tag": "Computer", "type": 1 }, { "tag": "DESIGNERS", "type": 1 }, { "tag": "Design Based Research" }, { "tag": "Gesture", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "Mathematics", "type": 1 }, { "tag": "Media", "type": 1 }, { "tag": "Model", "type": 1 }, { "tag": "Multimodality", "type": 1 }, { "tag": "Outcome distribution", "type": 1 }, { "tag": "PROBABILITIES", "type": 1 }, { "tag": "ProbLab", "type": 1 }, { "tag": "Probability", "type": 1 }, { "tag": "Problem solving", "type": 1 }, { "tag": "Reasoning", "type": 1 }, { "tag": "SEMIOTICS", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "Simulation", "type": 1 }, { "tag": "UNDERGRADUATES", "type": 1 }, { "tag": "teaching", "type": 1 } ], "collections": [ "KNBCQ4F8" ], "relations": {}, "dateAdded": "2009-11-12T18:52:01Z", "dateModified": "2010-04-06T18:24:30Z" } } ]