Designs that Fly: What the History of Aeronautics Tells Us about the Future of Design-Based Research in Education

Autor/in	O'Neill, D. Kevin
Titel	Designs that Fly: What the History of Aeronautics Tells Us about the Future of Design-Based Research in Education
Quelle	In: International Journal of Research & Method in Education, 35 (2012) 2, S.119-140 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.683573
Schlagwörter	Educational Research; Design; Aviation Technology; Engineering; Experiments; Hypothesis Testing; Comparative Analysis; Educational Practices; Intellectual Property; Role; Systems Approach; Adoption (Ideas); Risk; Theories; Educational Philosophy; Attitudes; Research Methodology; Success; Failure; Information Dissemination; Ethics; Evaluation Methods + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Flugtechnik; Maschinenbau; Erprobung; Hypothesenprüfung; Hypothesentest; Bildungspraxis; Geistiges Eigentum; Rollen; Systemischer Ansatz; Ideas; Ideenfindung; Risiko; Theory; Theorie; Bildungsphilosophie; Erziehungsphilosophie; Attitude; Einstellung; Verhalten; Research method; Forschungsmethode; Erfolg; Informationsverbreitung; Ethik
Abstract	For almost two decades, there has been growing interest in what design-based research (DBR) can contribute to both educational practice and theory. Since its introduction into the literature, this orientation to educational research has repeatedly been likened to aeronautical engineering as a way to clarify its nature and argue its potential. This paper critically examines for the first time how the aeronautics analogy both strengthens and hampers thinking about educational research and design. Three cases from the history of aeronautical engineering are used to highlight similarities and differences between the two fields, and lessons are drawn from the development of aeronautics that may help DBR to fulfill its long-term potential. Principally, it is argued that design researchers must report the failure of designs much more frequently and in a more informative way, and that a critical audience for informative reports of design failure is indispensable to the progress of educational design research. (Contains 8 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10