The Logic of Design Research
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| Title: | The Logic of Design Research |
|---|---|
| Language: | English |
| Authors: | Easterday, Matthew W., Rees Lewis, Daniel G., Gerber, Elizabeth M. |
| Source: | Learning: Research and Practice. 2018 4(2):131-160. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Information and Intelligent Systems (IIS) |
| Contract Number: | IIS1320693 IIS1217225 IIS1530833 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Research Methodology, Educational Research, Instructional Design, Definitions, Research Problems, Program Effectiveness, Problem Solving |
| DOI: | 10.1080/23735082.2017.1286367 |
| ISSN: | 2373-5082 |
| Abstract: | Since the first descriptions of design research (DR), there have been calls to better define it to increase its rigour. Yet five uncertainties remain: (1) the processes for conducting DR, (2) how DR differs from other forms of research, (3) how DR differs from design, (4) the products of DR, and (5) why DR can answer certain research questions more effectively than other methodologies. To resolve these uncertainties, we define educational design research as a meta-methodology conducted by education researchers to create practical interventions and theoretical design models through a design process of focusing, understanding, defining, conceiving, building, testing, and presenting, that recursively nests other research processes to iteratively search for empirical solutions to practical problems of human learning. By better articulating the logic of DR, researchers can more effectively craft, communicate, replicate, and teach DR as a useful and defensible research methodology. |
| Abstractor: | As Provided |
| Number of References: | 60 |
| Entry Date: | 2018 |
| Accession Number: | EJ1193996 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1193996 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/23735082.2017.1286367 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 131 Subjects: – SubjectFull: Research Methodology Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Definitions Type: general – SubjectFull: Research Problems Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Problem Solving Type: general Titles: – TitleFull: The Logic of Design Research Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Easterday, Matthew W. – PersonEntity: Name: NameFull: Rees Lewis, Daniel G. – PersonEntity: Name: NameFull: Gerber, Elizabeth M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 2373-5082 Numbering: – Type: volume Value: 4 – Type: issue Value: 2 Titles: – TitleFull: Learning: Research and Practice Type: main |
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