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On Formative and Design Experiments

Author: David Reinking

Publisher:

Published: 2008

Total Pages: 152

ISBN-13:

Formative and design experiments represent a methodology uniquely suited for educational research in general and literacy research in particular. Providing a practical overview of this emerging and promising approach, the authors address the following questions: What is the origin of formative and design experiments and how do they compare to other approaches to investigating interventions in classrooms? How do you conceptualize, plan, conduct, and report formative and design experiments? What practical, ethical, and methodological issues might be encountered when using this approach? What is the current status and future potential of this approach?

On Formative and Design Experiments

Author: David Reinking

Publisher: Teachers College Press

Published: 2014-05-14

Total Pages: 145

ISBN-13: 9781441641601

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Formative Design in Learning

Author: Brad Hokanson

Publisher: Springer Nature

Published: 2023-12-17

Total Pages: 317

ISBN-13: 3031419502

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Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process. This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts.

Design-based Research

Author: Sasha A. Barab

Publisher: Psychology Press

Published: 2016-02-04

Total Pages: 131

ISBN-13: 1135066299

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Over a decade ago the concept of "design experiments" was introduced because of the belief that many of questions could not be adequately addressed by laboratory-based experiments. Since then, design-based research as a term has grown in popularity and significance. The core manuscripts of this special issue respond to the questions: What constitutes design-based research? Why is it important? What are the methods to carry it out? At the end of this issue, two strong commentaries situate this work and challenge the community with new questions and issues that must be answered if design-based research is going to help advance work in ways that others judge as worthwhile and significant.

Designs for Experimentation and Inquiry

Author: Åsa Mäkitalo

Publisher: Routledge

Published: 2019-06-27

Total Pages: 214

ISBN-13: 0429953097

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Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design Expertly researched and written, this book is a unique resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences.

Researching Early Literacy With a Formative Experiment

Author: Moses

Publisher:

Published: 2017

Total Pages:

ISBN-13: 9781526408723

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Formative experiments offer researchers the opportunity to partner with classroom teachers to design interventions to address problems that occur in the classroom. The teacher identifies goals for the students, and then the teacher-researcher team designs interventions to meet these goals. During the study, the team modifies the intervention as needed to more effectively address the goal. In this case study, we reflect on our experience conducting a yearlong formative experiment with the goal of fostering a love of reading among students in a diverse urban first-grade classroom. The formative approach allowed us to collaborate with a classroom teacher and develop instructional interventions designed and later modified to meet the specific needs of her students. However, formative experiments also pose challenges such as the collection and management of large amounts of qualitative data, issues of power in the research team, and constructing robust arguments in the absence of strict control of variables. In this case study, we reflect on each stage of the formative experiment, comment on the affordances and drawbacks of this approach to early literacy research, and offer advice for researchers considering this method of inquiry.

The design of experiments

Author: Sir Ronald A. Fisher

Publisher:

Published: 1951

Total Pages:

ISBN-13:

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Incorporating Formative Assessment and Science Content Into Elementary Science Methods

Author: Derek John Brower

Publisher:

Published: 2012

Total Pages: 438

ISBN-13:

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Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited science content understanding and a low science teaching efficacy. Based upon research in science misconceptions, conceptual change theory, formative assessment, and science teaching efficacy, this design experiment explored the use of formative assessment in an authentic learning environment to address some of these challenges. As a case study, the goal was to identify two specific topics in science which the preservice teachers did not understand and to model consistent use of formative assessment to guide instruction in those science topics for six weeks. The research questions for this study sought to explore the design of the class while also exploring students' understanding of the science content and their understanding of formative assessment. One specific question was whether the formative data could differentiate between deeply held student misconceptions in science and incomplete science understanding. In addition, data was collected to measure changes in science teaching efficacy as well as preservice teachers' desire to use formative assessment in their own future classrooms. Based upon student interviews and a final content quiz, the participants in this study did show improved science content understanding in the areas of plant food/energy and plate tectonics. The course design implemented a variety of formative assessment tools including formative assessment probes, student science notebooks, student concept maps, a non-graded quiz, and more. The STEBI-B survey identified improved science teaching efficacy among the participants. Student final essays indicated improved understanding of formative assessment and students also expressed a desire to incorporate formative assessment into their future teaching. Final reflections on this case study recognize the value of formative assessment as a means for improved communication between students and teachers about student understanding in an effort to provide and model more effective science instruction.

Student and Teacher Response to Formative Assessment Feedback in Eighth-grade Mathematics

Author: Desiree Dawn Rones

Publisher:

Published: 2019

Total Pages: 131

ISBN-13: 9781392293300

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Formative assessment is a tool for learning that virtually every educator uses in the classroom to some extent. While teachers may be motivated to use formative assessment for a variety of reasons, its intended purpose is to be a tool for both teachers and students for teaching and learning, respectively. However, many teachers, even those with the best intentions, misunderstand and misuse formative assessment, and may cause more harm than good in the way that it is implemented in the classroom. Three critical factors for student success in learning are mindset, goal orientation, and autonomy. Research has shown that students with growth mindset, mastery goal orientation, and high levels of perceived autonomy are more resilient, independent, and empowered learners. The purpose of this study is to investigate the relationship between mindset goal orientation, and autonomy and formative assessment feedback. More specifically, this research describes the effects of students selecting interventions immediately after receiving formative assessment feedback to be implemented in the classroom by the teacher-researcher, using the design research methodology.

Design-Based Research in Education

Author: Zoi A. Philippakos

Publisher: Guilford Publications

Published: 2021-09-22

Total Pages: 354

ISBN-13: 1462547400

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Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings to inform subsequent iterations, and make thoughtful revisions. This innovative reference and course text examines the theory and practice of design-based research (DBR), an important methodology for conducting studies in authentic educational contexts. Leading experts provide specific examples of high-quality DBR addressing different research foci, grade levels, and subject areas (literacy/English language arts, math, and science). Applications are presented for curriculum development, intervention, assessment, and digital contexts, as well as teaching second-language learners. Also addressed is DBR’s role in educator preparation, professional development, dissertation research, and technical education.