Anderson, T. & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41 (1), 16-25.
The article summarizes the history of design based research, compares the DBR approach to action research and gives an overview of current practices; The authors conclude:
“From this study we learned that DBR is being utilized increas- ingly in educational contexts and especially those in the United States. It seems to be especially attractive for use in K–12 contexts and with technological interventions. The increasing number of studies reported suggests that researchers and graduate students are finding ways to meet the time demands of multiple iteration studies.” (p.24)
What distinguishes DBR from other approaches? Anderson and Shattuck highlight the characteristics of DBR studies as being situated in a real educational context, focusing on the design and testing of a significant intervention, implementing multiple iterations, involving a collaborative partnership between researchers and practitioners and resulting in the evolution of design principles.
“DBR is a methodology designed by and for educators that seeks to increase the impact, transfer, and translation of educa- tion research into improved practice. In addition, it stresses the need for theory building and the development of design princi- ples that guide, inform, and improve both practice and research in educational contexts.” (p. 16)
The authors strongly relate Design Based Research to qualitative methodologies:
“Unlike quantitative studies, most DBR studies do not produce measureable effect sizes that demonstrate ´what works´. However, they provide rich descriptions of the contexts in which the studies occurred, the challenges of implementation, the development processes involved in creating and administrating the interventions, and the design principles that emerged.” (p. 22)
