Designs that fly: what the history of aeronautics tells us about the future of design-based research in education

Abstract

For almost two decades, there has been growing interest in what design-based research (DBR) can contribute to both educational practice and theory. Since its introduction into the literature, this orientation to educational research has repeatedly been likened to aeronautical engineering as a way to clarify its nature and argue its potential. This paper critically examines for the first time how the aeronautics analogy both strengthens and hampers thinking about educational research and design. Three cases from the history of aeronautical engineering are used to highlight similarities and differences between the two fields, and lessons are drawn from the development of aeronautics that may help DBR to fulfil its long-term potential. Principally, it is argued that design researchers must report the failure of designs much more frequently and in a more informative way, and that a critical audience for informative reports of design failure is indispensable to the progress of educational design research.

Keywords:

• design-based research
• analogy
• aeronautics
• history

Acknowledgements

I am grateful to Allan Collins, Bill Sandoval, Mitchell Nathan and several anonymous reviewers for their comments on previous versions of this manuscript. Particular thanks are due to Laura D'Amico, who demonstrated Bleriot-like persistence in critiquing every version of this paper. I also wish to thank my son Morgan, whose shared interest in aeroplanes during kindergarten helped to inspire this research. The Wright brothers photos are reproduced courtesy of Special Collections and Archives, Wright State University. A high-resolution scan of the Legagneux postcard was generously provided by David Lam.

Notes

Ironically, despite their more cautious approach, the first fatality in a powered aircraft took place in a Wright Flyer.