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title: Toward a Design Science of Education
created: 2022-06-02T03:26:59+00:00
modified: 2023-02-27T17:19:25+00:00
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abstract description: We have had many technologies introduced in classrooms all over the world, but these innovations have provided remarkably little systematic knowledge or accumulated wisdom to guide the development of future innovations. Bolt, Beranek & Newman (BBN) Inc. is part of the new Center for Technology in Education located at Bank Street College in New York. A major goal of the Center is to synthesize research on technological innovation, to develop a methodology for carrying out design experiments, to study different ways of using technology in classrooms and schools, and to begin to construct a systematic science of how to design educational environments so that new technologies can be introduced successfully. Historically, some of the best minds in the world have addressed themselves to education; for example, Plato, Rousseau, Dewey, Bruner and Illich. But they have addressed education essentially as theorists, even where they have tried to design schools or curricula to implement their ideas. What is different today is that some of the best minds in the world are addressing themselves to education as experimentalists: their goal is to compare different designs to see what affects what. Technology provides us with powerful tools to try out different designs, so that instead of theories of education, we may begin to develop a science of education. But it cannot be an analytic science like physics or psychology; rather it must be a design science more like aeronautics or artificial intelligence. For example, in aeronautics the goal is to elucidate how different designs contribute to lift, drag, manoeuvrability, etc.. Similarly, a design science of education must determine how different designs of learning environments contribute to learning, cooperation, motivation, etc. There are, however, major problems with the kind of design experiments currently carried out that prevent our gaining much information from them. Typically the experiments are carried out by the people who …
author: Collins, Allan
date: 1992
in publication: New Directions in Educational Technology
editor: Scanlon, Eileen
editor: O’Shea, Tim
series: NATO ASI Series
pages: 15-22
publisher: Springer
resource type: Research/Scholarly Media
status: Published Text
genre: Methodological
keywords: methodology
keywords: evaluation
keywords: design experiments
keywords: design theory
keywords: multiple innovations
approach concept: Design Experiments
language: en
open access: Yes
peer: No
isbn: 978-3-642-77750-9
doi: 978-3-642-77750-9 2
url: https://files.eric.ed.gov/fulltext/ED326179.pdf
url: https://link.springer.com/chapter/10.1007/978-3-642-77750-9_2
apa: Collins, A. (1992). Toward a Design Science of Education. In E. Scanlon & T. O’Shea (Eds.), New Directions in Educational Technology (pp. 15–22). Springer. https://doi.org/10.1007/978-3-642-77750-9_2
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date added: 3/31/2021 16:48
date modified: 3/31/2021 16:48
place: Berlin, Heidelberg
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display title: The Policy Context of United States Educational Innovation and Improvement

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display title: Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives