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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.
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.
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