Abstract
This article describes the phases of a design-based research (DBR) process using the example of an economic education project. The project was carried out in the "urban economics" subject area for economic education in upper secondary schools (15-18 years). The research questions, research design, and central research results are described in detail. Finally, the experiences from the project are incorporated to reflect the DBR's specific performance characteristics.
Highlights
This article describes the phases of a design-based research (DBR) process using the example of an economic education project
Design-based research was mainly developed in response to criticism in terms of the lack of practical application of the findings from empirical-quantitative impact-based research
Section 4 of this paper presents the experiences from the project and reflects on the requirements for a DBR
Summary
The research project outlined below addresses a currently unresolved question of economic education. An understanding of economic activity requires the inclusion of the contexts in which it takes place One of these contexts consists of the values and norms that underpin the economic actions of politicians, companies, and private individuals. The project was based on the following, still general objective: Future economic citizens should gain competence to reflect on the ethical foundations of economic facts and to draw conclusions for their own actions (ethical-reflective competence). This objective resulted in the following key research questions: 1. How can these learning objectives be promoted within the context of concrete didactic interventions?
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