Abstract
In the discussion about an adequate research methodology for pedagogy and educational science, its significance for a theory-based improvement of educational practice is an important topic. Since media education is to be understood as a sub-discipline of educational science, the questions of its significance for the further development of media education practice and for its theoretical foundation apply equally to media education research. Against this background, our contribution outlines various educational research approaches with media pedagogical references that aim in a special way at a theory-based improvement of educational practice: action research, the practice- and theory-oriented development and evaluation of concepts for pedagogical action, the design-based research approach as well as the concept of development-oriented educational research. In a synopsis, ten characteristics of corresponding research approaches are pointed out and commented on with regard to design-oriented media education research: Design as a component of the research process and knowledge generation, relevance and suitability for practice, reflection of value references, theory foundation and theory development, empirical foundation and control, research as a circular and iterative process, interaction of practice and science, research as a contribution to professionalisation, linking of different research methods, discussion of quality criteria and quality standards.
