Location: Online | https://webconf.uol.de/rooms/hxm-cey-9hv-cg0/join

Date/Time: Wednesday 5 March, 2 – 4 pm (CET) 21 March, 2 – 4 pm (CET)

Design-Based Research (hereafter DBR) is an interdisciplinary, mixed-methods approach to educational research that serves both theoretical development and experimental application. Specifically, DBR contributes theoretical and practical knowledge in the field of education, using a four-phase structural design which is essentially focused, on the one hand, on the maturity of practical intervention and, on the other hand, on the theoretical understanding of real-world situations (McKenney & Reeves, 2012). In this regard, pragmatic philosophy plays a decisive role, as it provides a coherent epistemological framework linking the theoretical framework and empirical activity (Anderson & Shattuck, 2012).

In the field of music education, DBR has been adapted through the Holistic Architecture for Music Education (HAME; Angel-Alvarado et al., 2019), which is utilised by researchers and educators as it provides theoretical and practical knowledge within teaching and learning contexts. In other words, HAME enables educational activities to be theoretically grounded, empirically tested and replicable.

References

Angel-Alvarado, R., Wilhelmi, M. R. & Belletich, O. (2019). Holistic Architecture for Music Education: A research design for carrying out empirical and interdisciplinary studies in music didactics. Itamar, (5), 335–357.

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25.

McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research. Routledge.