ABSTRACT
This edited volume showcases work from the emerging field of design-based research (DBR) within social studies education and explores the unique challenges and opportunities that arise when applying the approach in classrooms. Usually associated with STEM fields, DBR’s unique ability to generate practical theories of learning and to engineer theory-driven improvements to practice holds meaningful potential for the social studies. Each chapter describes a different DBR study, exploring the affordances and dilemmas of the approach. Chapters cover such topics as iterative design, using and producing theory, collaborating with educators, and the ways that DBR attends to historical, political, and social context.
TABLE OF CONTENTS
part |27 pages
Introduction
part I|78 pages
Improving Practice through Iterative Design
chapter 2|27 pages
From Form to Function
chapter 4|23 pages
Developing Authentic Performance Assessments in a Classroom Mini-Economy
part II|48 pages
Using and Producing Theory
chapter 5|18 pages
Applying theory to problematic practice
chapter 6|28 pages
From Practice to Theory
part III|48 pages
Collaborating with Educators
chapter 7|22 pages
Intersecting Goals in an Elementary Social Studies Design Project
chapter 8|24 pages
Design-Based Implementation Research in a Government Classroom
part IV|44 pages
Contextualizing DBR Historically, Socially, and Politically
chapter 9|20 pages
Theorizing Context in DBR
chapter 10|22 pages
Beyond National Discourses
part |12 pages
Conclusion