Design-Based Research: Putting a Stake in the Ground

January 1st, 2004 | RESEARCH

The emerging field of the learning sciences one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based and naturalistic investigations that result in knowledge about how people learn. This work can involve the development of technological tools, curriculum, and especially theory that can be used to understand and support learning. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs, and the activity in which the learner participates. In other words, learning, cognition, knowing, and context are irreducibly co-constituted and cannot be treated as isolated entities or processes.


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Team Members

Sasha Barab, Author, Indiana University, Bloomington
Kurt Squire, Author, University of Wisconsin, Madison


Publication: Journal of the Learning Sciences
Volume: 13
Number: 1
Page(s): 1-14

Related URLs

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Audience: Educators | Teachers | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Professional Development | Conferences | Networks | Public Programs