THE JOURNAL OF THE LEARNING SCIENCES, 2(2), 141-178 Copyright © 1992, Lawrence Erlbaum Associates, Inc.
Design Experiments: Theoretical and methodological Challenges in Creating Complex Interventions in schoolroom Settings
Ann L. Brown University of atomic number 20â"Berkeley The lions share of my flow research program is devoted to the view of learning in the blooming, buzzing confusion of inner-city classrooms. My high-level finishing is to transform grade-school classrooms from oeuvre sites where students perform assigned tasks under the focussing of teachers into communities of learning (Bereiter & Scardamalia, 1989; Brown & Campione, 1990) and interpretation (Fish, 1980), where students are given operative opportunity to take charge of their own learning. In my current work, I conduct what Collins (in press) refers to as design experiments, sculptural on the procedures of design sciences such(prenominal) as aeronautics and kitschy intelligence. As a design scientist in my field, I get to engineer innovative educational environments and simultaneously conduct experimental studies of those innovations. This involves orchestrating all aspects of a period of daily life in classrooms, a research activity for which I was not trained.
My educate was that of a classic learning theorist prepared to work with subjects (rats, children, sophomores), in strictly controlled laboratory settings. The methods I have assiduous in my previous life are not right away transported to the research activities I oversee currently. In Figure 1, I illustrate the critical aspects of my current classroom research. Central to the try is that the classroom must function smoothly as a learning environment before we can study anything otherwise than the myriad possible ways that things can go wrong. Classroom life is synergistic: Aspects of it that are often treated independently, such as teacher training, curriculum selection, testing, and so forth truly form 1
DESIGN EXPERIMENTS 143
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