What are the benefits of DBR?
The benefits of DBR include
Design-based Research usually is problem-driven. Researchers seek not only to understand, document and interpret but rather to change and improve educational practice and opportunity. Research results that consider the role of social context and have better potential for influencing educational practice, tangible products, and programs that can be adopted elsewhere (Barab & Squire, 2004).
Design-based research, as conceived by Ann Brown (1992), was introduced with the expectation that researchers would systemically adjust various aspects of the designed context so that each adjustment served as a type of experimentation that allowed the researchers to test and generate theory in authentic contexts. And research results that are validated through the consequences of their use, providing consequential evidence or validity (Messick, 1992).
Research should address questions of genuine interest to educators and the findings should also be presented in a way that is useful to practitioners (Reeves, 2000). Design-based studies take place in situ and rely on the active input and participation at all four stages of practitioners. Design-based studies bring well-designed interventions (materials, artifacts, and software) and are well situated in the educational field. Indeed, very close interaction between practitioners, researchers, experts, and other stakeholders is essential.
Researchers are finding themselves developing contexts, frameworks, tools, and pedagogical models to better understand emerging pedagogical theories or ontological commitments (diSessa & Cobb, 2004). In these contexts, the research moves beyond simply observing and actually involves systematically engineering these contexts in ways that allow research participants to improve practice and generate evidence-based claims about learning. The commitment to examining learning interventions in naturalistic contexts, many of which are designed and systematically changed by the researcher, necessitates the development of a methodological toolkit for deriving evidence-based claims from these contexts (Barab & Squire, 2004).
Design-based research is not so much an approach as it is a series of approaches, with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in naturalistic settings. Cobb, diSessa, Lehrer, & Schauble (2003) stated:
diSessa, A., & Cobb, P. (2004). "Ontological innovation and the role of theory in design experiments." Journal of the Learning Sciences, 13 (1), 77-103. Retrieved March, 2006 from http://inkido.indiana.edu/design/disessa.doc
Barab, S. & Squire, B. (2004). "Design-based reserach: Putting a stake in the ground." The Journal of the Learning Sciences, 13 (1), 1-14. Retrieved March, 2006 from http://website.education.wisc.edu/kdsquire/manuscripts/jls-barab-squire-design.pdf .
Cobb, P., diSessa, A., Lehrer, R., Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
Reeves, T. C. (2000). Enhancing the worth of instructional technology research through “design experiments” and other development research strategies. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans; Retrieved April, 2006 from Http://it.coe.uga.edu/~treeves/AERA2000Reeves.pdf
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141 – 178.
@ Peer Group 2006