Design Research in Education

Arthur Bakker is a Fellow at the University of Bremen, Germany, and an Associate Professor at Utrecht University, the Netherlands.

Arthur Bakker’s clear logic helps to cut through the many questions and confusions that persist about DBR. This book offers an invaluable contribution to the literature by making DBR more accessible to research students and their supervisors.Rupert Wegerif, Professor of Education at the University of CambridgeThis book offers not only clear guidance about essentials of design research for novices, but also stimulating food for thought for experienced colleagues.Jan Van den Akker, Professor Emeritus at the University of Twente, Netherlands; former Director of SLO, Netherlands institute for Curriculum DevelopmentArthur is a careful and thorough researcher who writes clearly. In writing his book, he interviewed leading DBR researchers and scholars and shared draft chapters for feedback. I was honored to be one of them. I recommend it for your consideration.David Reinking, Adjunct Professor in the Department of Language and Literacy at the University of GeorgiaThis is a compellingly crafted volume that does much to clarify and organize the wide range of research approaches described as design research. Although the volume was written primarily to guide early career researchers, its thoughtful and occasionally provocative handling of issues, which all design researchers confront, make it imperative reading for newcomers to design research and more experienced practitioners alike.Richard Lehrer, Professor Emeritus Department of Teaching and Learning, Vanderbilt University, USADesign Research in Education offers an accessible introduction to the essentials of design research. Geared specifically towards junior researchers, the book succeeds in providing a timely contribution to this still developing field in a way that will be of interest to experienced researchers also. Arthur Bakker has conducted an impressive amount of research in the process of writing this book: he refers to interviews and personal communications with many, perhaps most, of the leading figures from the education design research community. The considerable amount of literature cited at the end of every chapter means that this book offers one of the most comprehensive reviews of extant work on educational design research. Rupert Wegerif, Professor of Education, University of Cambridge, UKLouis Major, Senior Research Associate, Faculty of Education, University of Cambridge, UK

• Part 1: Theory and Practice Chapter 1: What is Design Research in Education Chapter 2: History of Design Research in Education Intermezzo 1: A Fictive Dialogue between two Research Approaches Chapter 3: Design Principles, Conjecture Mapping, and Hypothetical Learning Trajectories Chapter 4: Research Questions in Design Research Chapter 5: Research Quality in Design Research Chapter 6: Argumentative Grammars used in Design Research Chapter 7: Writing an Empirical Design Research Paper Chapter 8: Supervising Design Research in Education Part 2: Examples Chapter 9: Teaching Design Research as a Case of Cultivating a Community of Professional Practice Chapter 10: ‘Harvesting’ Ecosystem Dynamics Through a Computational Model of a Garden Chapter 11: Giant Steps for Algebra Chapter 12: Explicit Oral and Written Reasoning During Science Argumentation Chapter 13: An Embodied Approach to Derivatives Chapter 14: Building Bridges: Uniting Students, Researchers, and Teachers to Improve a Course Chapter 15: Easy Equilibrium: Discovery in an Introductory Chemistry Course Chapter 16: Rearview Mirrors for the "Expert Blind Spot": Usign Design to Access Surgeons’ Tacit Knowledge and Create Shared Referents for Teaching Chapter 17: Children’s Reasoning about Animal Lifecycles: Tradeoffs Across Four Different Designs Chapter 18: Linking Design and Theory: Using Conjecture Maps to Focus the Design Research Process in Art Education Chapter 19: Literary Education with Narrative Digital Games: From Formulating Research Equestions to Capturing the Design Rationale Chapter 20: From Implementer to Co-Designer: A Teacher’s Changing Role in a Design Research Project Chapter 21: Using Hypothetical Learning Trajectories in Design Research Chapter 22: Reflection and Wish List