PRAGMATISM, DESIGN-BASED RESEARCH AND ACTION RESEARCH

Abstract

In this article the authors analyse and reflect on the characteristics of two approaches linked to an epistemology of practice: Design-Based Research and Action-Research and their framework in the Pragmatic Paradigm of research in Education. Design-Based Research encompasses a set of approaches aimed at producing new theories, artefacts, and practices with an impact on learning in natural contexts; Action-Research is action-oriented or cycles of actions that members of an organisation/community, possibly including external constituents, develop around a problematic situation aimed at improving practices. The roots and evolution of the two approaches are distinct, but they share fundamental assumptions and translate investigative views on practice with subtle differences. The analysis of the respective ontological, epistemological and methodological features underlying them justifies their inclusion in the Pragmatic Paradigm of Research in Education.