Exploring the framework and implementation of the design research method in science education

Ying Shao Hsu, Fu Tai Chuang, Tzu Chiang Lin

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

In recent years, educators have explored the relationships between instructional designs and educational theories by systematically analyzing research data to improve teaching quality. Therefore, the design research method was proposed to enable researchers to modify an original theory or develop a prototype theory by sophisticating the design of cyclic procedures through repeated trials. This study explicates the features of the design research method, such as (1) examining the appropriateness of theories or proposing prototype theories by implementing theory-based designs into practice; (2) maintaining records of the research process and within system interactions; (3) featuring and emphasizing the value of cyclic processes; and (4) systematically analyzing interactions between various levels. Using the 30 collected studies published in SSCI journals, this study explores the steps involved in implementing the design research method. Furthermore, this study also discusses the homogeneity and heterogeneity between the design research and other research methods and the limitations of applying the design research method to research in the educational field. By clarifying the characteristics and implementation procedures of the design research method, the possibility of applying the design research method to educational research for innovative designs is enhanced.

Original languageEnglish
Pages (from-to)1-27
Number of pages27
JournalJournal of Research in Education Sciences
Volume57
Issue number1
Publication statusPublished - 2012 Mar

Keywords

  • Design research
  • Educational research
  • Science education

ASJC Scopus subject areas

  • Education

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