De bijdrage van de ontwerpgerichte onderzoeksbenadering aan de R&D-aanpak in het onderwijs

  • Susan McKenney - Jensh (Speaker)
  • Bart Ormel (Speaker)
  • Natalie Pareja Roblin (Speaker)

    Activity: Talk or presentation typesInvited talkAcademic

    Description

    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. 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.
    Period9 Jun 2011
    Event title38e Onderwijs Research Dagen 2011
    Event typeConference
    Conference number38
    LocationMaastricht, Netherlands