Balancing product design and theoretical insights

In this chapter the authors discuss the problem of balancing theory and artifact production in design research projects. Like other authors in this book, we believe that basic educational research benefits by being framed as a problem oriented research process, where design experiments and theoretical investigations go hand in hand. How this can be achieved and the challenges it creates is expressed in an ‘osmotic model’, showing the give and take of focusing simultaneously on product designs and theoretical insights. The authors offer some guiding principles by which researchers can navigate in such a methodological setting. The principles are based on experiences from three research and development projects at Learning Lab Denmark and illustrate the multitude of challenges to be faced, when balancing the processes of product development and the generation theoretical insights.

[1]  Andrea A. diSessa,et al.  Ontological Innovation and the Role of Theory in Design Experiments , 2004 .

[2]  Paul Cobb,et al.  Supporting the improvement of learning and teaching in social and institutional context , 2001 .

[3]  C. Maher,et al.  An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data☆ , 2003 .

[4]  K. Squire,et al.  Design-Based Research: Putting a Stake in the Ground , 2004 .

[5]  Jeppe Skott.  The images and practice of mathematics teachers , 2000 .

[6]  M. Gibbons,et al.  Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty , 2003 .

[7]  Morten Misfeldt.  Conversations in Undergraduate Students Collaborative Work , 2006 .

[8]  S. Schwartzman,et al.  The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies , 1994 .

[9]  M. Patton.  Qualitative research & evaluation methods , 2002 .

[10]  E. Soloway,et al.  Creating a Framework for Research on Systemic Technology Innovations , 2004 .

[11]  Abbie Brown,et al.  Design experiments: Theoretical and methodological challenges in creating complex interventions in c , 1992 .

[12]  Brenda Bannan-Ritland,et al.  The Role of Design in Research: The Integrative Learning Design Framework , 2003 .

[13]  S. Kvale.  Interviews : an introduction to qualitative research interviewing , 1996 .

[14]  Morten Misfeldt.  Media in Mathematical Writing , 2005 .

[15]  Anthony E. Kelly,et al.  Clinical Design Sciences: A View From Sister Design Efforts , 2003 .

[16]  L. Schauble,et al.  Design Experiments in Educational Research , 2003 .

[17]  Morten Misfeldt.  Mathematicians Writing: Tensions between Personal Thinking and Distributed Collaboration , 2004 .

[18]  Peter Jarvis,et al.  The Practitioner-Researcher: Developing Theory from Practice , 1998 .

[19]  E. Rogers.  Diffusion of Innovations , 1962 .

[20]  Morten Misfeldt.  Computers as Media for Mathematical Writing: A Model For Semiotic Analysis , 2004 .

[21]  Uri Leron,et al.  The World According to Johnny; A Coping Perspective in Mathematics Education , 1997 .