Design-Based Research (DBR): repositioning interdisciplinary studies for an integrated methodological perspective

Abstract

This article investigates Design-Based Research (DBR) as a suitable methodological framework to respond to the challenges of interdisciplinary studies in the educational field, particularly aiming to articulate theory and practice in complex, dynamic contexts. In this regard, considering a critical review of the literature, the discussion covers the origins, characteristics, conceptual disputes, and organizational forms of DBR, thereby highlighting the pragmatic, iterative, collaborative, and situated nature of the methodology. Drawing on classic and updated references in the learning sciences, arguing that the DBR is capable of overcoming the limitations of traditional methodologies -- often removed from real contexts -- by integrating the development of educational solutions with the production of applicable theoretical knowledge. Accordingly, the research presents a case study that employs DBR in the formulation, testing, and refinement of a pedagogical proposal for teaching philosophy with digital technologies. In this sense, the process stages -- grounding, conjecture formulation, iteration, and reflection cycles -- are described. Furthermore, data production and analysis methods (field diary, teacher evaluation, and online questionnaire) are detailed, with the entire approach being articulated by a triangulation strategy. In conclusion, DBR operates simultaneously as a process and as a methodological product, allowing the construction of educational artifacts as well as the formulation of design principles based on real contexts. This article defends DBR in the learning sciences because of its ability to generate situated, responsive, and theoretically robust knowledge.