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RESEARCH PAPER
Design-based research–Tension between practical relevance and knowledge generation–What can we learn from projects?
1
Department of Physics, University of Graz, Graz, AUSTRIA
Online publication date: 2023-11-26
Publication date: 2024-01-01
EURASIA J. Math., Sci Tech. Ed 2024;20(1):em2378
KEYWORDS
ABSTRACT
Researchers often develop teaching-learning solutions to improve the quality of instruction. Some
of these solutions are developed in the paradigm of design-based research (DBR). The output of
DBR projects goes beyond design products for practice and includes contributions to local
theories about teaching-learning in specific subject areas and contexts as well as knowledge about
how to design and implement these processes. Design knowledge and contributions to local
theories are intended to construct a cumulative, content-specific body of knowledge about
teaching and learning that is transferable to related subject areas or contexts. To make this process
work, dimensions of DBR need to be systematically reported. However, DBR projects are
sometimes criticized for focusing more on practical output than on reports about research output
and the form of cooperation with practitioners. To empirically investigate these presumed voids,
we examined DBR projects conducted by the German-speaking physics education research
community during the past 20 years.
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