TY - JOUR
T1 - Reconstructing context
T2 - Negotiating the tension between exogenous and endogenous educational design
AU - Tabak, Iris
N1 - Funding Information:
An earlier version of this article was presented at the 2002 Annual Meeting of the American Educational Research Association. This article draws on research from the BGuILE project directed by Brian J. Reiser and funded by the James S. McDonnell Foundation. The article stems from a Spencer Foundation Learning and Design Institute on Design-Based Research Methods. Additional funding provided through a Rashi Guastala Fellowship for the Advancement of Science Education and a Mandel Fellowship for Research in Education. The findings and opinions expressed here are the author’s and do not represent the views of these foundations.
PY - 2004/1/1
Y1 - 2004/1/1
N2 - In this article, I argue that when design and intervention are central to the research process, context as a construct is problematized. How we define context can facilitate or impede our ability to construct rich and veridical accounts of learning. A design stance may predispose us to less profitable notions of context. I present the advantages of design-based research for understanding how to enact novel forms of learning and for understanding the means through which this learning occurs. I discuss the characteristics of a design focus that threaten the efficacy of the research and illustrate this with a case example. I conclude with implications for challenging, but more amenable, ways of conceptualizing context.
AB - In this article, I argue that when design and intervention are central to the research process, context as a construct is problematized. How we define context can facilitate or impede our ability to construct rich and veridical accounts of learning. A design stance may predispose us to less profitable notions of context. I present the advantages of design-based research for understanding how to enact novel forms of learning and for understanding the means through which this learning occurs. I discuss the characteristics of a design focus that threaten the efficacy of the research and illustrate this with a case example. I conclude with implications for challenging, but more amenable, ways of conceptualizing context.
UR - http://www.scopus.com/inward/record.url?scp=11144334678&partnerID=8YFLogxK
U2 - 10.1207/s15326985ep3904_4
DO - 10.1207/s15326985ep3904_4
M3 - Article
AN - SCOPUS:11144334678
SN - 0046-1520
VL - 39
SP - 225
EP - 233
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -