Abstract
Although many media education research studies provide important insights into the conditions of media education activities, they hardly offer any explicit insights into the connection between prerequisites, procedures and goals or effects of media education activities. Insights of this kind - when applied to media pedagogical research questions - could be hoped for e.g. from approaches of action research, action research, practice research or the design-based research approach. However, the significance of such approaches - with regard to the predominantly discussed concepts - is relatively low. Against this background, in our contribution we present the practice- and theory-oriented development and evaluation of concepts for media pedagogical action as a research procedure that meets the demand for relevance to action in a special way. This research procedure is about starting from practically and scientifically significant problem situations, clarifying framework conditions for possible solutions and selecting promising theoretical approaches, developing theory-based concepts for practical action, designing concept-related examples, planning and conducting empirical studies on the examples and classifying and discussing the results obtained. Using the example of the media-didactic or media-pedagogical question of the use of computer simulations, it can be shown that with a corresponding procedure, both the demands for practical relevance and for theory development and empirical control come into their own. Overall, we understand the research procedure as a possibility of design-oriented educational research.
