This study describes an example of design-based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations between contexts and disciplinary formalisms. Of particular interest was using gaming principles to embed standards-based science concepts in the curricular experience without undermining the situative embodiment central to our design philosophy.
Received 3 October 2006; revised 9 March 2007; accepted 22 March 2007
DOI 10.1002/sce.20217
Published online in Wiley InterScience (www.interscience.wiley.com).
About Sasha A. Barab PhD
Sasha Barab is a Professor in the Mary Lou Fulton Teachers College at Arizona State University, where he co-founded and serves as the Executive Director of the Center for Games and Impact.
Dr. Barab is an internationally recognized Learning Scientist who holds the Pinnacle West Chair of Education, and who has researched, designed, and published extensively on the challenges and opportunities of using games for impact.
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