Design Experiments in Educational Research
Item
Title
Design Experiments in Educational Research
Abstract/Description
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
Author/creator
Date
In publication
Volume
32
Issue
1
Pages
9-13
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Methodological
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0013-189X
Citation
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
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