Design-Based Research in Science Education: One Step Towards Methodology
Design-Based Research in Science Education: One Step Towards Methodology
复制标题
科学教育中基于设计的研究：迈向方法论的一步
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
J. Lavonen
中科院分区：
文献类型：
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作者：
Kalle Juuti;J. Lavonen
最近，科学教育研究受到了批评，因为这项研究的潜力还没有在科学教学和学习实践中实现。本文介绍了一种基于设计的研究方法（DBR）的分析，已被建议作为科学教育研究和实践之间的中断的解决方案。我们建议，一个务实的框架有助于澄清以及设计为基础的研究工作。我们从构成基于设计的研究的分析中抽象出三个方面：（a）设计过程本质上是从认识实践环境的变化开始的迭代，（B）它生成了广泛可用的人工制品，（c）它为更容易理解的实践提供了教育知识。在知识获取过程中，语用学观点强调教师的反思行为以及研究者在真实教学环境中的参与。
Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.