Scientific Principles in Pasteur’s Quadrant: Integrating Goals of Understanding and Use in Learning Environment Research

Abstract

In this contribution, we focus on how to integrate goals of use and goals of understanding within learning environment research. We do this in taking existing methodologies as our starting point. The central questions are: What methodologies do we have to examine complex phenomena within learning environments? How can the field meet the dual challenge of contributing to theory and practice? And to what extent and in what ways do existing methodologies reflect principles of scientific research? In pursuing these questions, we outline the principles of scientific research proposed by the National Research Council (2001). Then we apply these principles in an analysis of two prototypical methodologies that respond to the challenge of examining complex phenomena related to learning environments in situated practice. These methodologies are design research and the integrative research paradigm. These methodologies converge along some lines while differ on others. The focus of our comparative analysis is to articulate the underlying assumptions of these methodologies, to reconsider currently depicted dichotomies, and to develop a common language of principles for use-inspired basic research. As conclusions, three tasks are defined for future research practice: (1) becoming more explicit on method in scientific contributions, (2) specifying scientific standards for the field of complex learning environment research, and (3) developing complementary practical impact standards.