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Design-Based Research (DBR) has emerged as a widely accepted methodological framework in educational research worldwide, as it is a sustainable research paradigm for overcoming the frequently observed gap between research and educational practice (Reinmann, 2022; Tinoca et al., 2022). I use The Rights of the Child and the School Subject of Religious Education (CRE4RE) project as an illustrative example of DBR's potential to help close the theory-practice gap in the area of children's rights education (CRE) in religious education (RE). To do so, I link classroom research and lesson design. The first part of the paper provides an overview of the three interdependent project phases, which are based on the three steps of the research process model by McKenney and Reeves (2019). In the second part, I transfer a teaching module into practice to demonstrate how children's rights perspectives can be successfully integrated into RE. Finally, I identify project-specific opportunities and challenges in the use of the DBR approach to point out further design-based research perspectives, which favor a sustainable practical transfer of the double theory-practice output. I transferred a prototyped learning module into RE and tested and empirically evaluated it in a sample of N = 88 children and found substantial differences in the empathy scale's mean values, which also differed by gender. The article shows how a DBR approach can be used to integrate CRE into RE, thereby also highlighting the forward-looking significance of the research paradigm for RE and for the interlinking of teaching research and lesson design. [ABSTRACT FROM AUTHOR]

Over the past decades, the demand for scientific research to link theory and practice so that innovative solutions can be developed through research has steadily increased (Klees & Tillmann, 2015; Sandoval & Bell, 2004). In this context, the design-based research (DBR) approach was developed, which examines the research object and the research setting from multiple perspectives through a cyclicaliterative process (Shavelson et al., 2003; Reinmann, 2005). The connection between research and practice is not only relevant for school contexts, but also for early childhood education (Schäfers & Wegner, 2021a). Therefore, the project "Kleine BegInNa" utilizes the DBR approach. A preliminary examination revealed that early promotion has a great influence on the children's later school performance, yet that there is not any test to survey their competences. However, this is essential in order to be able to offer appropriate support. In the prototyping phase, a scientific talent test for pre-school aged children was developed. This test was validated in several cycles in the assessment phase (Schäfers & Wegner, 2022a). The last validity test for the elicitation of the internal structure by an exploratory factor analysis shows that both the loadings and the screeplot, output one factor. This one factor solution explains 43.56% of the variance. This may be the "scientific talent" factor, which needs to be verified in further studies and by confirmatory factor analysis. While Reinmann (2022) has established comprehensive standards for science and methodology in DBR, we also focus on what extent conventional quality criteria for qualitative and quantitative research can be applied to a DBR approach. [ABSTRACT FROM AUTHOR]

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for 'people tagging for organisational development', that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work. [ABSTRACT FROM AUTHOR]