Design experiments: Theoretical and methodological challenges in creating complex interventions in c

  title={Design experiments: Theoretical and methodological challenges in creating complex interventions in c},
  author={Abbie H. Brown},
The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms. My high-level goal is to transform grade-school classrooms from work sites where students perform assigned tasks under the management of teachers into communities of learning (Bereiter & Scardarnalia, 1989; Brown & Campione, 1990) and interpretation (Fish, 1980), where students are given significant opportunity to take charge of their own learning. In… 
Conducting Design Experiments to Support Teachers' Learning: A Reflection From the Field
This article focuses on 3 conceptual challenges that we sought to address while conducting a design experiment in which we supported the learning of a group of middle school mathematics teachers.
Design experimentation and mutual appropriation: Two strategies for university/community collaborative after-school interventions
This paper explores a contrast between two strategies of intervention research. The first strategy, referred to as design experimentation, came to prominence through the writing of Ann Brown and
The Cambridge Handbook of the Learning Sciences: Design-Based Research
Design-based research (DBR) is used to study learning in environments that MC designed and systematically changed by the researcher. DBR is not a fixed '"'cookbook" method; it is a collection of
Design experimentation as a theoretical and empirical tool for developmental pedagogical research
This paper contributes to theorizing about issues of pedagogy through elaborations on the idea of design experimentation as a methodological and analytical tool within the cultural–historical
Transactions in doing design-based research for designing curriculum: a self-study
ABSTRACT Design-based research (DBR) is an emerging methodology in teacher education research that researchers claim has strong potential in systematically designing and using instructional
Design-Based Intervention Research as the Science of the Doubly Artificial
It is argued that design research must grapple with the doubly artificial, as the classrooms in which many educational designs are implemented are themselves already artificial and contingent—the products of design—and the learning that is the focus of investigation is already an adaptation to the classroom environment and so artificial.
Lessons learned from a design-based research implementation: a researcher’s methodological account
ABSTRACT This paper describes aspirations and contributions that grew out of a developmental cycle of design-based research (DBR) implementation conducted over a three-year project. DBR engineers new
Making Science Accessible to All: Results of a Design Experiment in Inclusive Classrooms
Recent science reform documents call for students to develop robust understandings of scientific concepts and reasoning through inquiry-based instruction. The challenge of this goal is increased in
Learning science through technological design
In the course of a decade of research on learning in technology-centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing
Learning through a research activity: a design perspective to build pedagogical practices
This paper points out the similarities between design and this scientific research pedagogy to question design culture as a prime means to conceive new pedagogical practices and exposes the many insights that design culture offers for learning activities.


Toward a Design Science of Education
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
Learning Theory and the Study of Instruction
Abstract : This article examines the articulation of learning theory that is emerging from studies that take principled approaches to the design of instruction of complex forms of knowledge and
Computer-Based Learning Environments and Problem Solving
A rule-based diagnosis system for identifying misconceptions in qualitative reasoning in the physical domain "superposition of motion" and the provision of tutorial support for learning with computer-based simulations.
Reciprocal Teaching of Comprehension Strategies: A Natural History of One Program for Enhancing Learning. Technical Report No. 334.
Comparisons of reciprocal teaching with other viable teaching methods, including modelling, direct instruction, and practice, and attempts to hand the procedures over to a variety of teachers, experienced, inexperienced, and peer tutors are described.
Psychological theory and the study of learning disabilities.
This trend toward domain specificity has made the task of diagnosis and remediation of school problems more tractable, as the processes thus identified are those needed for successful performance, thereby reducing the magnitude of the leap to instruction.
Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media
Although adults and children both have zones of proximal development in which more knowledgeable others play essential roles, there is a difference in executive control that is most salient in
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing
The aims of education
The account of education given in our earlier chapters virtually anticipated the results reached in a discussion of the purport of education in a democratic community. For it assumed that the aim of
Advances in Instructional Psychology
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes
Knowing, learning, and instruction : essays in honor of Robert Glaser
Contents. L.B. Resnick, Introduction. W. Kintsch, Learning from Text. I.L. Beck, M.G. McKeown, Expository Text for Young Readers: The Issue of Coherence. G. Leinhardt, Development of an Expert