Design-Based Research in der Geographiedidaktik
نویسندگان
چکیده
Dieser Beitrag beleuchtet den forschungsmethodologischen Ansatz des Design-Based Research (DBR) aus der fachdidaktischen Perspektive Geographie. Das Verständnis von Kernelementen und Besonderheiten DBR wird theoretisch diskutiert anhand Erkenntnissen vier geographiedidaktischen DBR-Projekten geschärft konkretisiert. Argumentativ dargelegt werden die Kernelemente: Praxisproblemdefinition, Design-Prinzipien, Design-Zyklen doppelter Output. Ein weiterentwickeltes Verlaufsmodell DBR-Forschungsprozesses visualisiert neben dem zyklischen Verlauf beiden Bereiche “Praxisproblem” “doppelter Output”, welche durch Phase Praxistransfers miteinander verknüpft sind. Der Umgang mit DBR-spezifischen Herausforderungen Diskussion drei erläutert, wobei ein Fokus auf Umsetzungsstrategien für eben genannten Praxistransfer liegt. Abschließend aufgezeigt, wie dargelegten Charakteristika handlungsleitend weitere Forschungsprojekte sein können damit zur Überwindung Theorie-Praxis-Lücke im Kontext Bildungsforschung schulischen Praxis beitragen.
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ژورنال
عنوان ژورنال: Educational design research
سال: 2021
ISSN: ['2511-0667']
DOI: https://doi.org/10.15460/eder.5.2.1576