Design-based research as an innovation approach in the construction and evaluation of IBSME

Josef Trna 1 * , Eva Trnova 1
More Detail
1 Faculty of Education, Masaryk University, Brno, Czech Republic
* Corresponding Author
EUROPEAN J SCI MATH ED, Volume 2, Issue 2A, pp. 186-191.
OPEN ACCESS   481 Views   348 Downloads
Download Full Text (PDF)


Inquiry-based science and mathematics education (hereinafter IBSME) is a current, supported and implemented teaching/learning method in science and mathematics education. IBSME aims to increase the self-efficacy of teachers in taking ownership of more effective ways of science and mathematics teaching and learning. Students should benefit from IBSME in order to help their motivation and understanding of science and mathematics. An important task is to develop methods for the construction and evaluation of IBSME. We confirmed that design-based research is the appropriate method. Design-based research is a new trend in educational research. This method can be described as a cycle: analysis of a practical problem, development (construction) of solutions, evaluation and testing of solutions in practice and reflection and production of new design principles. Our research outcomes on the use of design-based research in the construction and evaluation of IBSME especially by teachers are presented. This study has been created within the Seventh Framework Programme European project PROFILES, which supports teachers in their use of IBSME.


Trna, J., & Trnova, E. (2014). Design-based research as an innovation approach in the construction and evaluation of IBSME. European Journal of Science and Mathematics Education, 2(2A), 186-191.


  • Haury, D. L. and Rillero, P. (1994). Perspectives of Hands-On Science Teaching. Columbus, Ohio: ERIC-CSMEE.
  • Järvinen, P. (2004). On Research Methods. Tampere, Finland: Opinpajan Kirja.
  • OECD. (2006). Evolution of Student Interest in Science and Technology Studies – Policy Report. Retrieved January 15, 2012, from Global Science Forum web: (accessed January 2014)
  • Reeves, T. C. (2006). Design research from the technology perspective. In J. V. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research. (pp. 86-109). London, UK: Routledge.
  • Rocard, M., Cesrmley, P., Jorde, D., Lenzen, D., Walberg-Herniksson, H. and Hemmo, V. (2007). Science education NOW: A Renewed Pedagogy for the Future of Europe. Brussels, Belgium: Office for Official Publications of the European Communities. Retrieved January 15, 2012, from EU: (accessed January 2014)
  • Trna, J. and Trnova, E. (2010a). ICT-based collaborative action research in science education. Proceedings of Word conference IMSCI'10. The 4th International Multi-Conference on Society, Cybernetics and Informatics. Volume I., International Institute of Informatics and Systematics, Orlando, USA, 68-70.
  • Trna, J. and Trnova, E. (2010b). Implementation of design-based research methodology into science teachers' training. International Journal on New Trends in Education and Their Implications, 2(4), 19-28.