The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Design Research: What We Learn When We Engage in Design
Abstract
Educational researchers are increasingly using design as a means of advancing their understanding. Historically design in educational research has served as a way to implement theories for testing. The emerging design research paradigm treats design as a strategy for developing and refining theories. In this article, I discuss the lessons that can be learned from design. Starting from a model that characterizes designs in terms of problem analyses, design solutions, and design processes, I describe 3 types of theories that can be developed through design research: domain theories, design frameworks, and design methodologies. I present examples from a design research program investigating software supports for reflective inquiry. I argue for design research as form of educational research because (a) design offers opportunities to learn unique lessons, (b) design research yields practical lessons that can be directly applied, and (c) design research engages researchers in the direct improvement of educational practice.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394 · cited 1×
“…& Schauble, 1997), software design (Bell, Davis, & Linn, 1995; Guzdial, Turns, Rappin, & Carlson, 1995; Hancock, Kaput, & Goldsmith, 1992; Jackson, Stratford, Krajcik, & Soloway, 1996; Scardamalia et al., 1992; White & Frederiksen, 1998), and professional development (Schifter, 1996; Sherin, 1998).”
Cited by
Design Research: Theoretical and Methodological Issues
Collins, A., Joseph, D., & Bielaczyc, K. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1301_2 · Cited by 1,923
Handbook of Research on Effective Electronic Gaming in Education
(2009) · IGI Global eBooks · doi:10.4018/978-1-59904-808-6 · Cited by 363
Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016) · Mind, Culture, and Activity · doi:10.1080/10749039.2015.1087572 · Cited by 239
Designing Indigenous Language Revitalization
Hermes, M., Bang, M., & Marin, A. (2012) · Harvard Educational Review · doi:10.17763/haer.82.3.q8117w861241871j · Cited by 191
Machine learning for middle schoolers: Learning through data-driven design
Vartiainen, H., Toivonen, T., Jormanainen, I., Kahila, J., Tedre, M., & Valtonen, T. (2021) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2021.100281 · Cited by 135
Metadata
- Authors
- Edelson, D. C.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 2002-01
- Volume
- 11
- Issue
- 1
- Pages
- 105-121
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W1985919181
- Cited by
- 978
- References
- 1
- FWCI
- 43.72
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Design Research: What We Learn When We Engage in Design. https://app.cochat.ai/papers/10.1207/s15327809jls1101_4
- The paper
- Edelson, D. C. (2002). Design Research: What We Learn When We Engage in Design. Journal of the Learning Sciences. https://doi.org/10.1207/s15327809jls1101_4
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
