Design-Based Research as a contribution to the discourse on theory and practice

There has been a long history on the contradiction between “theory” and “practice” that often boils down to a complicated relation between the desire to change schooling and teaching on the one hand and the wish to maintain scientific standards on the other. During the last years, design-based research has gained ground in various subjects and can be seen as an attempt to unite the positions stated. The design development – that is, a setting to optimize teaching and learning processes – is the key element. The context analysis and the design principles are stated on scientific grounds. Measurements are taken to improve the setting. Their effectiveness is evaluated by apt means. If necessary, several “iterative circles” are run through in order to a) understand the process, b) improve the setting, and c) generate a relevant local theory. Examples from a music education research project are given. (DIPF/Orig.