How Can Music-Related Argumentative Competency Be Empirically Researched?

Empirical Research on a Multifaceted Competency

Abstract

In recent years, the role of argumentative competency has been increasingly empirically researched in many educational didactics. In music education, however, there is hardly any empirical work in this field of research. This article examines the methodological approaches of seven research projects on argumentative competence in various fields in order to draw conclusions for corresponding music education research. Both qualitative (e. g. content or conversational analysis) and quantitative approaches (e. g. probabilistic test theory) are considered. Based on a critical reflection of the respective research designs, conclusions for music education research will be drawn in order to analyze how field-dependent, but also field-invariant aspects of argumentative competence can be examined. It is argued that a variety of research designs is necessary to focus on the various facets of music-related argumentative competence.