메뉴 건너뛰기




Volumn , Issue , 2018, Pages 383-392

Design-based research (DBR)

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85049279832     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315617572     Document Type: Chapter
Times cited : (24)

References (37)
  • 1
    • 4544272533 scopus 로고    scopus 로고
    • Does training on self-regulated learning facilitate students’ learning with hypermedia
    • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia. Journal of Educational Psychology, 96, 523-535.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 523-535
    • Azevedo, R.1    Cromley, J.G.2
  • 3
    • 84875819125 scopus 로고    scopus 로고
    • Informing design research: Learning from teachers’ designs of social infrastructure
    • Bielaczyc, K. (2013). Informing design research: Learning from teachers’ designs of social infrastructure. Journal of the Learning Sciences, 22(2), 258-311.
    • (2013) Journal of the Learning Sciences , vol.22 , Issue.2 , pp. 258-311
    • Bielaczyc, K.1
  • 4
    • 84858400071 scopus 로고    scopus 로고
    • Effects of using multiple forms of support to enhance students’ collaboration during concept mapping
    • H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Hong Kong: ISLS
    • Bopardikar, A., Gnesdilow, D., & Puntambekar, S. (2011). Effects of using multiple forms of support to enhance students’ collaboration during concept mapping. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.) Proceedings of the Computer Supported Collaborative Learning Conference (pp. 104-111), Hong Kong: ISLS.
    • (2011) Proceedings of the Computer Supported Collaborative Learning Conference , pp. 104-111
    • Bopardikar, A.1    Gnesdilow, D.2    Puntambekar, S.3
  • 5
    • 84935412703 scopus 로고
    • Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings
    • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
    • (1992) Journal of the Learning Sciences , vol.2 , Issue.2 , pp. 141-178
    • Brown, A.L.1
  • 7
    • 0007191334 scopus 로고
    • Reciprocal teaching of comprehension strategies: A natural history of one program for enhancing learning
    • J. D. Day & J. G. Borkowski (Eds.), Westport, CN: Ablex
    • Brown, A. L., & Palincsar, A. S. (1987). Reciprocal teaching of comprehension strategies: A natural history of one program for enhancing learning. In J. D. Day & J. G. Borkowski (Eds.), Intelligence and exceptionality: New directions for theory, assessment, and instructional practice (pp. 81-132). Westport, CN: Ablex.
    • (1987) Intelligence and exceptionality: New directions for theory, assessment, and instructional practice , pp. 81-132
    • Brown, A.L.1    Palincsar, A.S.2
  • 8
    • 85049290212 scopus 로고    scopus 로고
    • Knowledge building: Theory, design, and analysis
    • F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
    • Chan, C., & van Aalst, J. (2018). Knowledge building: Theory, design, and analysis. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 295-307). New York: Routledge.
    • (2018) International handbook of the learning sciences , pp. 295-307
    • Chan, C.1    van Aalst, J.2
  • 9
    • 1042268271 scopus 로고    scopus 로고
    • If design-based research is the answer, what is the question?
    • Dede, C. (2004). If design-based research is the answer, what is the question? Journal of the Learning Sciences, 13(1), 105-114.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.1 , pp. 105-114
    • Dede, C.1
  • 10
    • 84993683936 scopus 로고    scopus 로고
    • Design-based research: An emerging paradigm for educa-tional inquiry
    • Design-Based Research Collective (DBRC). (2003). Design-based research: An emerging paradigm for educa-tional inquiry. Educational Researcher, 32(1), 4-8.
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 4-8
  • 13
    • 0037346946 scopus 로고    scopus 로고
    • The nature of middle school learners’ science content understandings with the use of on-line resources
    • Hoffman, J. L., Wu, H.-K., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners’ science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40(3), 323-346.
    • (2003) Journal of Research in Science Teaching , vol.40 , Issue.3 , pp. 323-346
    • Hoffman, J.L.1    Wu, H.-K.2    Krajcik, J.S.3    Soloway, E.4
  • 14
    • 32644453818 scopus 로고    scopus 로고
    • Complex systems in education: Scientific and educational importance and implications for the learning sciences
    • Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15(1), 11-34.
    • (2006) Journal of the Learning Sciences , vol.15 , Issue.1 , pp. 11-34
    • Jacobson, M.J.1    Wilensky, U.2
  • 15
    • 1042291402 scopus 로고    scopus 로고
    • Design research in education: Yes, but is it methodological?
    • Kelly, A. (2004). Design research in education: Yes, but is it methodological? Journal of the Learning Sciences, 13(1), 115-128.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.1 , pp. 115-128
    • Kelly, A.1
  • 17
    • 0141918622 scopus 로고    scopus 로고
    • Problem-based learn-ing meets case-based reasoning in the middle-school science classroom: Putting learning by design(tm) into practice
    • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., (2003). Problem-based learn-ing meets case-based reasoning in the middle-school science classroom: Putting learning by design(tm) into practice. Journal of the Learning Sciences, 12(4), 495-547.
    • (2003) Journal of the Learning Sciences , vol.12 , Issue.4 , pp. 495-547
    • Kolodner, J.L.1    Camp, P.J.2    Crismond, D.3    Fasse, B.4    Gray, J.5    Holbrook, J.6
  • 18
    • 85071019938 scopus 로고    scopus 로고
    • The use of multiple representations and the social construction of understanding in chem-istry
    • M. Jacobson & R. Kozma (Eds.), Mahwah, NJ: Erlbaum
    • Kozma, R. (2000). The use of multiple representations and the social construction of understanding in chem-istry. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 11-46). Mahwah, NJ: Erlbaum.
    • (2000) Innovations in science and mathematics education: Advanced designs for technologies of learning , pp. 11-46
    • Kozma, R.1
  • 20
    • 23844460798 scopus 로고    scopus 로고
    • The information seeking strategies of high school science students
    • Lumpe, A. T., & Butler, K. (2002). The information seeking strategies of high school science students. Research in Science Education, 32(4), 549-566.
    • (2002) Research in Science Education , vol.32 , Issue.4 , pp. 549-566
    • Lumpe, A.T.1    Butler, K.2
  • 21
    • 85145523031 scopus 로고    scopus 로고
    • Design research from a curriculum perspective
    • J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), New York: Routledge
    • McKenney, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research, (pp. 67-90). New York: Routledge.
    • (2006) Educational design research , pp. 67-90
    • McKenney, S.1    Nieveen, N.2    van den Akker, J.3
  • 22
    • 0034358410 scopus 로고    scopus 로고
    • Do teachers support causal understanding through their discourse when teaching primary science?
    • Newton, D. P., & Newton, L. D. (2000). Do teachers support causal understanding through their discourse when teaching primary science? British Educational Research Journal, 26(5), 599-613.
    • (2000) British Educational Research Journal , vol.26 , Issue.5 , pp. 599-613
    • Newton, D.P.1    Newton, L.D.2
  • 24
    • 85145523031 scopus 로고    scopus 로고
    • Design research from a curriculum perspective
    • J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), New York: Routledge
    • McKenney, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research, (pp. 67-90). New York: Routledge.
    • (2006) Educational design research , pp. 67-90
    • McKenney, S.1    Nieveen, N.2    van den Akker, J.3
  • 25
    • 80053076669 scopus 로고    scopus 로고
    • Ann L. Brown: Advancing a theoretical model of learning and instruction
    • D. Zimmerman & D. H. Schunk, (Eds.), Mahwah, NJ: Erlbaum
    • Palincsar, A. S. (2003). Ann L. Brown: Advancing a theoretical model of learning and instruction. In D. Zimmerman & D. H. Schunk, (Eds.), Educational psychology: A century of contributions (pp. 459-475). Mahwah, NJ: Erlbaum.
    • (2003) Educational psychology: A century of contributions , pp. 459-475
    • Palincsar, A.S.1
  • 26
    • 0344389542 scopus 로고    scopus 로고
    • The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning
    • S. M. Carver & D. Klahr (Eds.), Mahwah, NJ: Erlbaum
    • Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 151-194). Mahwah, NJ: Erlbaum.
    • (2001) Cognition and instruction: Twenty-five years of progress , pp. 151-194
    • Palincsar, A.S.1    Magnusson, S.J.2
  • 27
    • 34248216093 scopus 로고    scopus 로고
    • From Plato to Brown and beyond: Theory, practice, and the promise of design experiments
    • L. Verschaffel, F. Dochy, M. Bockaerts, & S. Vosniadou (Eds.), Oxford, UK: Elsevier
    • Phillips, D. C., & Dolle, J. R. (2006). From Plato to Brown and beyond: Theory, practice, and the promise of design experiments. In L. Verschaffel, F. Dochy, M. Bockaerts, & S. Vosniadou (Eds.), Instructional psy-chology: Past, present and future trends. Sixteen essays in honour of Erik De Corte (pp. 277-292). Oxford, UK: Elsevier.
    • (2006) Instructional psy-chology: Past, present and future trends. Sixteen essays in honour of Erik De Corte , pp. 277-292
    • Phillips, D.C.1    Dolle, J.R.2
  • 28
    • 33847627103 scopus 로고    scopus 로고
    • Comparing classroom enactments of an inquiry cur-riculum: Lessons learned from two teachers
    • Puntambekar, S., Stylianou, A., & Goldstein, J. (2007). Comparing classroom enactments of an inquiry cur-riculum: Lessons learned from two teachers. Journal of the Learning Sciences, 16(1), 81-130.
    • (2007) Journal of the Learning Sciences , vol.16 , Issue.1 , pp. 81-130
    • Puntambekar, S.1    Stylianou, A.2    Goldstein, J.3
  • 29
    • 0348220803 scopus 로고    scopus 로고
    • Improving navigation and learning in hypertext envi-ronments with navigable concept maps
    • Puntambekar, S., Stylianou, A., & Hübscher, R. (2003). Improving navigation and learning in hypertext envi-ronments with navigable concept maps. Human-Computer Interaction, 18(4), 395-426.
    • (2003) Human-Computer Interaction , vol.18 , Issue.4 , pp. 395-426
    • Puntambekar, S.1    Stylianou, A.2    Hübscher, R.3
  • 30
    • 84886081468 scopus 로고    scopus 로고
    • Conjecture mapping: An approach to systematic educational design research
    • Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36.
    • (2014) Journal of the Learning Sciences , vol.23 , Issue.1 , pp. 18-36
    • Sandoval, W.1
  • 31
    • 9744281458 scopus 로고    scopus 로고
    • Mapping trade-offs in teachers’ integration of technology-supported inquiry in high school science classes
    • Sandoval, W. A., & Daniszewski, K. (2004). Mapping trade-offs in teachers’ integration of technology-supported inquiry in high school science classes. Journal of Science Education and Technology, 13(2), 161-178.
    • (2004) Journal of Science Education and Technology , vol.13 , Issue.2 , pp. 161-178
    • Sandoval, W.A.1    Daniszewski, K.2
  • 33
    • 84884335604 scopus 로고    scopus 로고
    • Does metacognitive awareness of reading strategies relate to the way middle school students navigate and learn from hypertext
    • Copenhagen, Denmark
    • Stylianou, A., & Puntambekar, S. (2003). Does metacognitive awareness of reading strategies relate to the way middle school students navigate and learn from hypertext. Annual Conference of the Northeast Educational Research Association. Copenhagen, Denmark.
    • (2003) Annual Conference of the Northeast Educational Research Association.
    • Stylianou, A.1    Puntambekar, S.2
  • 35
    • 4043162787 scopus 로고    scopus 로고
    • Synergy: A complement to emerging patterns of distributed scaffolding
    • Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 305-335
    • Tabak, I.1
  • 36
    • 0012813677 scopus 로고    scopus 로고
    • Complementary roles of software-based scaffolding and teacher-student inter-actions in inquiry learning
    • R. Hall, N. Miyake, & N. Enyedy (Eds.), Toronto, Canada
    • Tabak, I., & Reiser, B. J. (1997). Complementary roles of software-based scaffolding and teacher-student inter-actions in inquiry learning. In R. Hall, N. Miyake, & N. Enyedy (Eds.) Proceedings of Computer Support for Collaborative Learning '97 (pp. 289-298). Toronto, Canada.
    • (1997) Proceedings of Computer Support for Collaborative Learning '97 , pp. 289-298
    • Tabak, I.1    Reiser, B.J.2
  • 37
    • 61449118874 scopus 로고    scopus 로고
    • Designs for collective cognitive responsibility in knowledge-building communities
    • Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18(1), 7-44.
    • (2009) Journal of the Learning Sciences , vol.18 , Issue.1 , pp. 7-44
    • Zhang, J.1    Scardamalia, M.2    Reeve, R.3    Messina, R.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.