Annotated Bibliography #3

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009

Summary
This article explores how design experiments are used in educational research to develop more effective learning methods and generate valuable theories about how learning occurs in specific subjects. The authors describe five main features of design experiments, such as trying out new teaching methods, making repeated improvements, and focusing on building theory. They explain how to plan, carry out, and review these experiments, stressing the importance of understanding classrooms as complex systems. The article shows how step-by-step improvements and research-based ideas can help guide teaching.

Evaluation
The article is well-organized and presents a comprehensive overview of design experiments, making it useful to new researchers. It offers concrete examples that clarify and illustrate the underlying concepts, enhancing readers’ understanding of the methodology. The authors’ emphasis on continuous improvement and the collection of diverse data sources further validates the research method. However, the article would be even more valuable to novice researchers if it included practical exemplars that demonstrate the application of this methodology using a wider range of student populations.

Reflection
The research method described in this article has significant potential for studies designed to address the needs of autistic students in the classroom. The emphasis on continuous improvement and a broad understanding of classroom dynamics aligns with autistic students’ needs for flexible and supportive instructional strategies. By systematically examining the interactions among teaching methods, classroom norms, and individual student needs, researchers can generate practical best practices that benefit neurotypical students. Additionally, by monitoring factors such as student participation and social interactions, educators could gain deeper insights into how autistic students learn most effectively within inclusive classroom settings.