DBRC Publications

Sandoval, W. & Bell, P. (Eds.). (2004). Design-based research methods for studying learning in context [Special Issue]. Educational Psychologist, 39(4).

Including:

• Sandoval, W. A., & Bell, P. L. (2004). Design-Based Research Methods For Studying Learning In Context: Introduction. Educational Psychologist, 39(4), 199-201.
• Hoadley, C. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212.
• Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213-223.
• Tabak, I. (2004). Reconstructing Context: Negotiating the Tension between Exogenous and Endogenous Educational Design. Educational Psychologist, 39(4), 225-233.
• Joseph, D. (2004). The Practice of Design-Based Research: Uncovering the Interplay Between Design, Research, and the Real-World Context. Educational Psychologist, 39(4), 235-242.
• Bell, P. L. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253.
• Also includes commentary by Angela O'Donnell.

Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.

Representative Member Publications

Baumgartner, E. (1999). Designing inquiry: Contextualizing teaching strategies in inquiry-based classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, Montréal.

Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.

Brophy, S. P. (1998). Sequencing problem solving and hands on activities: Does it matter? Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Edelson, D. C., & Joseph, D. (in review). Motivating active learning: A design framework for interest-driven learning. Educational Psychologist.

Hoadley, C. P. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer Support for Collaborative Learning 2002 Conference (pp. 453-462). Boulder, Colorado: Lawrence Erlbaum Associates.

Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.

Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. Educational Technology Research and Development, 49(1), 15-34.

Puntambekar, S., & Kolodner, J. L. (in review). Distributed scaffolding: Helping students learn science from design. Cognition and instruction.

Sandoval, W. A. (in press). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences.

Tabak, I., & Reiser, B. J. (1997). Complementary roles of software-based scaffolding and teacher-student interactions in inquiry learning. In R. Hall & N. Miyake & N. Enyedy (Eds.), Computer Support for Collaborative Learning (CSCL) 1997 Conference (pp. 289-298). Toronto: Lawrence Erlbaum Associates.

Funded by The Spencer Foundation