What are some critical perspective?
Some of the critical perspectives include
Finding time for research in classroom settings is always challenging, and design-based research tends to be time consuming because of its iterative nature. Time in schools is quite limited and the short school day is full of other demands. Thus the use of time for research purposes must be utilized in a great care, and the standards for identifying promising instructional interventions or interventions unworkable should be clearly in place.
diSessa and Cobb (2004) argue many design based studies lack a strong theoretical foundation and does not attempt to generate findings important for the refinement and evolution of theory. According to Dede (2004), part of this shortfall may be that the skills of creative designers and the attributes of rigorous scholars have limited overlap. Effective designed-based research groups usually try to strike a balance between ¡°whatever works¡± for innovation and controlled, principled variations. People fascinated by artifacts also are often tempted to start with a predetermined ¡°solution¡± and seek educational problems to which it can be applied, a strategy that frequently leads to under-conceptualized research.
Brown (1992) expressed concern over data selection as a possible limitation of design research. Due to the very iterative nature of DBR, it is likely that things around the research questions were repeatedly interviewed, videotaped, surveyed, and so forth. And the excess data usually result in huge efforts for analyzing, and the outcomes might only have tiny contributions to educational knowledge. Certainly, there are DBR studies result in valuable findings using elegant design and data collection and analysis strategies. Still, the trap of too little contribution and too much method is one into which DBR can easily fall.
The very nature of design research in which adjustments can continually be made in the implementation of an instructional intervention make it very difficult to know what combination of feature of the intervention actually contribute to its success. Generalizations are difficult to make because of complexity involved in implementation and the confounds in identifying contributors to success (O¡¯Donnell, 2004).
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
O'Donnell, A. (2004). "A commentary on design research." Educational Psychologist, 39 (4), 255-260.
Dede, C. (2004). "If design-based research is the answer, What is the question?" The Journal of the Instructional Sciences, 13 (1). Retrieved April, 2006 from http://inkido.indiana.edu/design/dede.doc
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