The need for a different conception of research from the classical statistical approach to theory development in social studies teaching is addressed in this paper. In a schema of dominant orientations of social theory, the outstanding epistemological features of the three main schools of contemporary metascience are outlined. Three systems of doing scientific research--interpretive, empirical-analytical, and critical inquiry--are matched with some specific social theories. The practical significance of each theoretical interest mode of the three action systems is described in concrete and detailed terms. The schema permits explanation of the source of ideas for doing research and how these ideas animate the perceptions and formulations of the relevant problems in the theory and practice of social studies curriculum. A current social studies project and study are examined for the implicit modes of knowing that they employ in the study of man and society. References are included. (Author/KSM)