Zusammenfassung
In diesem Beitrag werden zentrale Themen einer internationalen Diskussion aufgegriffen, die sich in den letzten Jahren ausgehend vom Befund der mangelnden Anwendung von Forschungsergebnissen im Bildungsbereich entsponnen hat. Drei Typen von Lösungsvorschlägen für dieses Problem werden unterschieden: (1) Positionen, die vor allem methodische Strenge empfehlen, wie etwa der Bericht „Scientific Inquiry in Education“ des US-amerikanischen National Research Council, (2) Ansätze wie die Design-Forschung oder der Integrative Forschungsansatz, die praxisrelevantere Erkenntnisse durch veränderte Forschungsstrategien anstreben, und (3) ingenieurwissenschaftlich beeinflusste Vorschläge für Mechanismen, wie Forschungsergebnisse in die breite Anwendung gebracht werden können. Abschließend werden Konsequenzen und offene Diskussionspunkte für die Forschung im Bildungsbereich benannt.
Summary
Use-inspired Basic Research in Education — Arguments of an international discussion
This article takes up central issues of an international discussion that has evolved over the last couple of years departing from the diagnosis that there is a lack of application of research findings in the field of education. Three types of solutions have been suggested for this problem: (1) positions mainly recommending methodological rigor, such as, for instance, the report “Scientific Inquiry in Education” of the National Research Council in the United States, (2) approaches such as Design-Based Research or the Integrative Research Approach, which strive to achieve insights of greater practical relevance by employing adjusted research strategies and (3) engineering-inspired approaches for mechanisms by which research findings can be scaled up to broad application. In this article, we first describe these three types of approaches and then indicate consequences and unsettled issues in the discussion on research in the field of education.
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Fischer, F., Waibel, M. & Wecker, C. Nutzenorientierte Grundlagenforschung im Bildungsbereich. ZfE 8, 427–442 (2005). https://doi.org/10.1007/s11618-005-0149-7
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DOI: https://doi.org/10.1007/s11618-005-0149-7
Schlüsselwörter
- Bildungsforschung
- nutzenorientierte Grundlagenforschung
- Wissensakkumulation
- Pasteurscher Quadrant
- Designforschung
- integrativer Forschungsansatz
- Forschungs-Praxis-Transfer