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Abstract Title: The Use of Design-Based Research and Practitioner (Action) Research in Physics Education Research
Abstract: As educators working within the context of research focused universities, we are encouraged to undertake scholarly inquiry into our teaching and learning practices.  In this paper we demonstrate how practitioner (action) research and design-based research integrate to enable the scholarship of teaching as modelled by Boyer (1990) and Trigwell, Martin, Benjamin and Prosser (2000). A teaching development initiative, the workshop tutorials, will be used to exemplify both research methodologies.  An overlying interpretive theoretical perspective will be used to reflect on the evolution of the workshop tutorials. The perspective allows us to propose five key features that explain why design-based research offers a methodological framework for the broad description and conduct of scholarly inquiry into teaching and learning in physics and other disciplines.

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Trigwell, K., Martin, E., Benjamin J., & Prosser, M. (2000). Scholarship of teaching: a model. Higher Education Research & Development, 19 (2), 155-168.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Manjula Sharma
University of Sydney
Camperdown, NSW
Sydney, Non U.S. NSW 2006
Phone: +61 02 9351 2051
Fax: (+61) 02 9351 7726
and Co-Presenter(s)