Design Research in Social Studies Education

Critical Lessons from an Emerging Field
Herausgeber: Rubin, Beth C.; Kim, Jongsung; Freedman, Eric B

• Broschiertes Buch

Produktbeschreibung

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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Produktdetails

• Verlag: Routledge
• Seitenzahl: 288
• Erscheinungstermin: 25. Juni 2019
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 421g
• ISBN-13: 9780367110253
• ISBN-10: 0367110253
• Artikelnr.: 57042763

Autorenporträt

Beth C. Rubin is Professor of Education at the Graduate School of Education, Rutgers University, USA. Eric B. Freedman is Assistant Professor of Teacher Education and Secondary Social Studies at Sacred Heart University, USA. Jongsung Kim is Assistant Professor of Social Studies Education at the Graduate School of Education, Hiroshima University, Japan.

Inhaltsangabe

Introduction 1. Design Research in the Social Studies: History,
Methodology, and Promise Part I: Improving Practice through Iterative
Design 2. From Form to Function: Learning with Practitioners to Support
Diverse Middle School Students' Disciplinary Reasoning and Writing 3. Using
Iterative Design to Improve Student Access and Engagement in an Online
Political Communications Simulation 4. Developing Authentic Performance
Assessments in a Classroom Mini-Economy: Reflections on the Process of
Design Part II: Using and Producing Theory 5. Applying Theory to
Problematic Practice: Lessons Learned from Two Implementations of a Unit on
Gender 6. From Practice to Theory: Ontological Innovation in a Ninth-Grade
History Classroom Part III: Collaborating with Educators 7. Intersecting
Goals in an Elementary Social Studies Design Project: Confessional Tales of
Teacher and Researcher Relationships 8. Design-Based Implementation
Research in a Government Classroom: A Teacher's Shifting Pedagogy over Four
Years Part IV: Contextualizing DBR Historically, Socially, and Politically
9. Theorizing Context in DBR: Integrating Critical Civic Learning into the
U.S. History Curriculum 10. Beyond National Discourses: South Korean and
Japanese Students "Make a Better Social Studies Textbook" Conclusion 11.
Towards Socially Transformative Design Research for Social Studies: A
Critical Epistemological Approach