A. Dearden, J. Finlay, E. Allgar, und B. Mcmanus. People and Computers XVII: Memorable yet Invisible, Proceedings of HCI'2002, Seite 159-174. Springer Verlag, (2002)
K. Juuti, und J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
H. Simon. The MIT Press, Cambridge, MA, (Oktober 1996)Äs soon as we introduce “synthesis” as well as “artifice,” we enter the realm of engineering. For “synthetic” is often used in the broader sense of “designed” or “composed.” We speak of engineering as concerned with “synthesis,” while science is concerne.