TY - JOUR
T1 - Methodological alignment in design-based research
AU - Hoadley, Christopher M.
N1 - Funding Information:
This work was supported by Grants EEC-9053807, MDR-9155744, RED-9453861, and EHR-9554564 from the National Science Foundation; Grant 200100273 from the Spencer Foundation; and a grant from the Evelyn Lois Corey Fellowship Program. The work was conducted while the author was at a variety of institutions, including the University of California at Berkeley, Graduate Group in Science and Mathematics Education; Stanford University School of Education, Learning Design and Technology Program; SRI International’s Center for Technology in Learning; and Mills College, Department of Mathematics and Computer Science. Opinions expressed are those of the author and not the funders or employers. Portions of this article were previously published in Proceedings of Computer Support for Collaborative Learning 2002. The involvement of collaborators on the SpeakEasy research, especially Sherry Hsi, Doug Kirkpatrick, and Marcia C. Linn, is gratefully acknowledged; as are the productive discussions about design-based research with the members of the Design-Based Research Collective (http://www.designbasedresearch.org/).
PY - 2004
Y1 - 2004
N2 - Empirical research is all about trying to model and predict the world. In this article, I discuss how design-based research methods can help do this effectively. In particular, design-based research methods can help with the problem of methodological alignment: ensuring that the research methods we use actually test what we think they are testing, I argue that our current notions of rigor overemphasize certain types of rigor at the expense of others and that design-based research provides an opportunity to select different inferential trade-offs. I describe how 1 design-based research trajectory evolved over time in a way that helped ensure that the learning theories being studied were well represented by the planned interventions and that the interpretation of outcomes was grounded in an understanding of not only the research design, but how the research played out in practice when enacted in real classrooms.
AB - Empirical research is all about trying to model and predict the world. In this article, I discuss how design-based research methods can help do this effectively. In particular, design-based research methods can help with the problem of methodological alignment: ensuring that the research methods we use actually test what we think they are testing, I argue that our current notions of rigor overemphasize certain types of rigor at the expense of others and that design-based research provides an opportunity to select different inferential trade-offs. I describe how 1 design-based research trajectory evolved over time in a way that helped ensure that the learning theories being studied were well represented by the planned interventions and that the interpretation of outcomes was grounded in an understanding of not only the research design, but how the research played out in practice when enacted in real classrooms.
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U2 - 10.1207/s15326985ep3904_2
DO - 10.1207/s15326985ep3904_2
M3 - Article
AN - SCOPUS:11144281846
SN - 0046-1520
VL - 39
SP - 203
EP - 212
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -