Design-Based Research in Science Education: One Step Towards Methodology

  • Juuti K
  • Lavonen J
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Abstract

Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that consti- tute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragma- tic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involve- ment in the authentic teaching and learning settings.

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APA

Juuti, K., & Lavonen, J. (2012). Design-Based Research in Science Education: One Step Towards Methodology. Nordic Studies in Science Education, 2(2), 54. https://doi.org/10.5617/nordina.424

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