Some Thoughts on the Development of a DBR Argumentative Grammar

DML Commons Design Research DOCC

This week’s introduction to design based research (DBR) hosted by Rafi Santo and Dixie Ching has kicked my brain gears into a real grind mode. Last night, I jumped into a Twitter chat about the challenges of coalescing an “argumentative grammar” for DBR, but I still have a lot of  questions about what such a grammar could look like, and its role in studying and reforming education (and education research). As the DBR community struggles to define this grammar, here are some of my thoughts/concerns:
  1. Since DBR often (always?) involves a process of cooperation between researchers and practitioners (teachers, school admins, other stakeholders) designing interventions, there is a need for a common language that both researchers and practitioners understand and can use to converge on shared goals, interpret events, and augment/alter the design of an intervention as needed. I’ve found that in my work with practitioners (and as one myself), the theories and evidence that help structure…

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