Co-Constructive Knowledge Mobilization Between Research and Practice The ‹KONTEXT Grundschule› Project – A Short Article

Abstract

In recent decades, the demand for evidence-oriented practices in education has increased significantly. As schools undergo ongoing digitalization, the need for evidence-oriented knowledge about digital learning approaches is also growing. Simultaneously, educational research is expected to provide practical knowledge that supports teachers. In reality, however, this transfer of knowledge is often insufficient: research results are frequently perceived as difficult to access and not compatible with school practice. Therefore, co-constructive approaches in which research and practice develop knowledge together are gaining in importance. However, such formats are still rare, and little is known about the conditions for successful collaboration. The transfer project described here addresses this gap and develops evidence-based, comprehensible, and practical information resources for elementary school teachers, with a focus on the digital support of students in the lower performance range. The development takes place in so-called transdisciplinary triangles consisting of teachers, education researchers, and science communicators, who work together in a structured process over several meetings. Initial evaluation results indicate that cooperation on an equal footing is possible. Clear roles, transparent communication, and organisational support emerge as key conditions for success; the evaluation is being continuously expanded and serves to discuss the potential and limitations of the format.