Informing Design Research: Learning from Teachers' Designs of Social Infrastructure

Autor/in	Bielaczyc, Katerine
Titel	Informing Design Research: Learning from Teachers' Designs of Social Infrastructure
Quelle	In: Journal of the Learning Sciences, 22 (2013) 2, S.258-311 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2012.691925
Schlagwörter	Educational Environment; Research Methodology; Research Design; Elementary Secondary Education; Educational Research; Technology Uses in Education; Educational Theories; Learning Theories; Models; Social Environment; Class Organization; Classroom Environment; Classroom Design; Interior Space; Space Utilization; Communication Skills + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Research method; Forschungsmethode; Forschungsdesign; Bildungsforschung; Pädagogische Forschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Analogiemodell; Soziales Umfeld; Klassenklima; Unterrichtsklima; Klassenraumgestaltung; Innenraum; Raumnutzung; Kommunikationsstil
Abstract	The design research methodology as it has currently developed centers on the creation of "existence proofs," an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or "implementation paths" (Bielaczyc & Collins, 2006a; Collins, Joseph, & Bielaczyc, 2004). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002; Scardamalia, 2002; Scardamalia & Bereiter, 1991 1994). The results are used to discuss implications for the methodology of design research. (Contains 2 tables, 9 figures, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10