Design based research (DBR) and three teachers: a comparation of the intention of innovation and reality of implementation

Abstract

The elements of design based research (DBR) metodology were used to improve the process of elementary social study textbook design. A qualitative study described three teachers’ approaches to the implementation of the innovative curriculum about family and their use of the textbook.

The teachers’ reasons for changes in curriculum are presented.

Keywords

• textbooks
• subject matter
• design-based research
• teacher beliefs
• cultural universals