However, the rationale of large-scale project design does not allow for the integration of this emerging knowledge. The first example is taken from a large-scale intervention project that demonstrates the importance of teachers' different dialogic approaches to teaching design thinking with Scratch.
The analysis is based on examples derived from two DBR projects relating to digital technologies. In this paper, we introduce a model for articulating design principles, and enabling analysis and discussion of how these might be challenged and undergo transformation during DBR processes in local educational settings. However, a review of the DBR literature has shown that there is a lack of clarity as to how design principles are described and applied.
Design-based research (DBR) emphasises the importance of developing and refining design principles when conducting educational design experiments.
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