To enhance the relevancy of educational research findings, a research approach known as design research has gained influence. This approach is described as complex, but no satisfying explanation of this complexity has been provided. In this paper we question why design research is complex by nature. Following a longitudinal case conducted by the third author, we argue that design research in educational sciences (EDR) necessitates balancing three different motives and accordingly, three epistemic practices: (1) educational research, (2) educational design, and (3) educational change. An analysis of challenges in the case study shows the difficulty for the EDR researcher to understand and disentangle underlying motives during the research process, but also the difficulty of dealing with different, easily conflicting research positions, resources, quality rules, time frames, audiences, and products. The identification and description of three epistemic practices offers a framework with which difficulties of EDR can be understood and anticipated.
Quality & Quantity – Springer Journals
Published: Jul 5, 2011
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