THE DBR POTENCIAL FOR THE DEVELOPMENT OF DIGITAL EDUCATIONAL RESOURCES FOR EDUCATION FOR SUSTAINABILITY
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
https://orcid.org/0000-0002-6415-0601
Ana V. Rodrigues
https://orcid.org/0000-0003-1736-1817
Abstract
?uality Education is an essential requirement for implementing the 2030 Agenda for Sustainable Development and achieving the 17 Sustainable Development Goals. Carrying out “this” education is a challenge and implies an innovative and research-based pedagogy. Recognizing the importance of the Design-Based Research (DBR) methodology for the development of Digital Educational Resources (RED) in Education for Sustainability (EpS), this article aims to present and describe the methodology used to develop the Digital Educational Resource (DER ) of the “Sustainability” theme of the “Periscope Island” platform. To develop this DER, a multidisciplinary team was organized and a Design-Based Research (DBR) methodology was followed. The implementation of this approach was organized into four phases: Phase I – Identification and analysis of the Problem, Phase II – Exploration of Possible Solutions, Phase III – Design and Construction of the “Sustainability” theme and Phase IV – Reflection on the procedures and results. During Phase III, two iterative cycles were implemented, allowing the participation of various partners (namely, researchers, illustrators, web designers, experts, primary school students) in the development, validation and restructuring of this educational resource. At the end of the process, it was concluded that some of the main characteristics of this methodology - iterativeness, multiple participants, different validations and multidisciplinary collaboration - were absolutely essential for the final result, highlighting the relevance, suitability and effectiveness of the DBR approach for the development of this type of resources. Thus, the procedures followed and the results obtained seem to be in line with the reference literature: the DBR methodology enhances the development of DER for Education for Sustainability of high quality, innovative and suitable for different contexts.
##plugins.themes.bootstrap3.article.details##
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research?. Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813
Bakker, A. (2018). Design-Based Research in Education: A Practical Guide for Early Career Researchers. London: Taylor & Francis.
Barab, S. & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The journal of the Learning Sciences, 13(1), 1-14.
Gravemeijer, K. & Cobb, P. (2006). Design research from a learning design perspective. In Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N., (Eds). Educational Design Research. 45-85. Routledge: London.
Kolb, D. & Kolb, A. (2008). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In S. J. Armstrong & C. Fultamo (Eds). Handbook of Management, Learning, Education and Development. Londres: Sage Publications.
Leicht, A., Heiss, J. & Byun, W. (2018). Issues and Trends in Education for Sustainable Development. Paris: UNESCO.
McKenney, S. & Reeves, T. (2013). Educational design research. In J. Michael Spector, M. David Merril, Jani Elen and M. J. Bishop (Edt). Handbook of Research on Educational Communications and Technology. 131- 140. New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_11.
McKenney, S. & Reeves, T. (2021). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education 55, 82–92. https://doi.org/10.1111/medu.14280.
Napal, M., Mendióroz-Lacambra, A. & Peñalva, A. (2020). Sustainability Teaching Tools in the Digital Age. Sustainability 12: 3355. https://doi.org/10.3390/su12083366.
Neset, T., Andersson, L., Uhrqvist, O. & Navarra, C. (2020). Serious Gaming for Climate Adaptation - Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation. Sustainability 12: 1789. https://doi.org/10.3390/su12051789.
Plomp, T. (2013). Educational design research: An introduction. In Plomp, T., Nieveen, N., (Eds.). Educational Design Research, 10-51. Springer: New York.
Reeves, T. & Hedberg, J. (2003). Interactive learning systems evaluation. New Jersey: Educational Technology Publications.
Reeves, T.C. (2000). Socially responsible educational technology research. Educ. Technol, 40, 19–28. Disponível online: https://www.jstor.org/stable/44428634 (acedido a 8 de setembro de 2024).
Reeves, T.C. (2006). Design research from a technology perspective. In van den Akker, J., Gravemeijer, K., McKenney, S., Nieveen, N., (Eds.). Educational Design Research, 52-66. Routledge: London.
Reeves, T.C., Herrington, J., Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. J. Comput. High. Educ., 16, 96–115.
Tinoca, L., Piedade, J., Santos, S., Pedro, A., & Gomes, S. (2022). Design-based research in the educational field: A Systematic literature review. Education Sciences, 12(6), 410.https://doi.org/10.3390/educsci12060410.
Sá, P., Silva, P. C., Peixinho, J., Figueiras, A. & Rodrigues, A. V. (2023). Sustainability at Play: Educational Design Research for the Development of a Digital Educational Resource for Primary Education. Social Sciences. 12(7), 407. https://doi.org/10.3390/socsi12070407.
UNESCO (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. Paris: UNESCO. UNESCO (2017a). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO. UNESCO (2017b). Unpacking Sustainable Development Goal 4. Education 2030. Paris: UNESCO