Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences
European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinati...
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| Veröffentlicht in: | Educational researcher 2009-06, Vol.38 (5), p.329-342 |
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| creator | Ruthven, Kenneth Laborde, Colette Leach, John Tiberghien, Andrée |
| description | European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of designing teaching sequences and studying their operation. The development and analysis of intermediate frameworks and design tools of these types provides a promising approach to establishing a public repertoire of theoretically informed apparatus for didactical design. |
| doi_str_mv | 10.3102/0013189X09338513 |
| format | Article |
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| ispartof | Educational researcher, 2009-06, Vol.38 (5), p.329-342 |
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| source | SAGE Complete A-Z List; Jstor Complete Legacy |
| subjects | Active Learning Computer Science Constructivism (Learning) Decimals Design Design analysis Designers Education Educational research Epistemology Evaluation Grain size Graphic design Humanities and Social Sciences Knowledge Level Learning Learning Theories Mathematics Education Physics R&D Research & development Research design Research methodology Science Education Science learning Students Technology for Human Learning Traditions |
| title | Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences |
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