The Relevance of Prior Content Knowledge Regarding Bioethical Dilemmas: Religious Education in Dialogue with Empirical Studies of Educational Psychology
In religious education classes bioethical topics are part of the curriculum. Research on religious education mostly reflects on bioethical topics theoretically. From the perspective of educational psychology, this article concentrates on one of the most important prerequisites for learning — prior k...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brill
2017
|
| In: |
Journal of empirical theology
Year: 2017, Volume: 30, Issue: 1, Pages: 68-86 |
| Standardized Subjects / Keyword chains: | B
Religious instruction
/ Bioethics
/ Precognition
|
| IxTheo Classification: | AE Psychology of religion NCJ Ethics of science RF Christian education; catechetics |
| Further subjects: | B
Bioethics
dilemma
argumentation
prior knowledge
|
| Online Access: |
Volltext (Verlag) |
| Summary: | In religious education classes bioethical topics are part of the curriculum. Research on religious education mostly reflects on bioethical topics theoretically. From the perspective of educational psychology, this article concentrates on one of the most important prerequisites for learning — prior knowledge. It combines prior knowledge with learning through argumentation and considers its relevance for learning bioethical topics. Finally an overview over four studies on prior knowledge in bioethical discussions is presented and the results discussed. |
|---|---|
| ISSN: | 1570-9256 |
| Contains: | In: Journal of empirical theology
|
| Persistent identifiers: | DOI: 10.1163/15709256-12341350 |