Key points are not available for this paper at this time.
In this chapter I argue that some physics education research (PER) is design-based research (DBR). An important DBR-like facet of PER, the pre/post testing movement, has the potential to improve drastically the effectiveness of undergraduate instruction generally, the education of preservice teachers in particular, and, as a net result, the education of the general population.
Richard R. Hake (Wed,) studied this question.