March 3rd, 2014 | RESEARCH
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
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William Sandoval, Author, University of California, Los AngelesCitation
Identifier Type: DOI
Identifier: 10.1080/10508406.2013.778204
Identifier Type: ISSN
Identifier: 1532-7809
Publication: Journal of the Learning Sciences
Volume: 23
Number: 1
Page(s): 18-36
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Audience: Educators | Teachers | Evaluators | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks