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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4031

Title: De bijdrage van de ontwerpgerichte onderzoeksbenadering aan de R&D-aanpak in het onderwijs
Authors: Ormel, Bart
Pareja Roblin, Natalie
McKenney, Susan
Keywords: design research
Issue Date: 30-Dec-2011
Abstract: This study portrays recent research-practice connections found in design research literature focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new knowledge through design of instructional solutions.
Description: Ormel, B., Pareja, N., & McKenney, S. (2011, 8-10 June). De bijdrage van de ontwerpgerichte onderzoeksbenadering aan de R&D-aanpak in het onderwijs. Presentation at the ORD annual meeting, Maastricht, The Netherlands.
URI: http://hdl.handle.net/1820/4031
Appears in Collections:2. LC: Presentations

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