Design-Based Research im naturwissenschaftlichen Unterricht Das motivationsfördernde Potenzial situierter Lernumgebungen im Fokus

Design-based research has been advocated as an approach capable of generating valuable outcomes for both educational research and practice. Following a short description of its major goals and strategies, this contribution reports the first iteration of an ongoing design-based research project aimed at testing and explaining the motivating power of highly context-based or situated learning environments in the K-12 science classroom. To this end, an educational researcher and science teachers cooperated on the iterative development of an intervention designed to deepen students' appreciation of the value of science for different contexts. As part of the first iteration, a design prototype and a revised design were implemented. Results showed a significant improvement in design effectiveness as indicated by pre-post changes on students' self-reports (N = 256). The improvement was attributed to a further emphasis on situated learning activities in the revised design.