Besser selber lernen. Selbstgesteuertes Lernen in religionswissenschaftlichen „Referateseminaren“ am Beispiel der „Einführung in die Religionspsychologie“

University seminars typically start with discussing the reading list compiled by the teacher. Subsequent classes then begin with a presentation by the students followed by a group discussion. In many cases, this leads to high degrees of frustration among the participants resulting from lack of prepa...

Full description

Saved in:  
Bibliographic Details
Published in:Zeitschrift für Religionskunde
Main Author: Schröder, Anna-Konstanze 1980- (Author)
Contributors: Laack, Isabel (Editor)
Format: Electronic Article
Language:German
Check availability: HBZ Gateway
Journals Online & Print:
Drawer...
Fernleihe:Fernleihe für die Fachinformationsdienste
Published: [2017]
In: Zeitschrift für Religionskunde
Standardized Subjects / Keyword chains:B Religious studies / Autodidaction / Oral presentation (Lecture) / Religious psychology / Introduction
IxTheo Classification:AE Psychology of religion
AH Religious education
Further subjects:B Learning
B Didactics
B Seminar
B Competence
B Self-control
B University didactics
B Oral presentation
B Religious psychology
Online Access: Volltext (kostenfrei)
Description
Summary:University seminars typically start with discussing the reading list compiled by the teacher. Subsequent classes then begin with a presentation by the students followed by a group discussion. In many cases, this leads to high degrees of frustration among the participants resulting from lack of preparation, boring presentations, and low learning outcomes. To counteract these situations, the essay suggests that explicating learning outcomes is a precondition for self-directed learning by the students. Furthermore, it emphasizes the explicit teaching of metacognitive competencies (learning how to learn) complemented by communicative competencies (reading, presentations). Based on these suggestions, the course “Introduction to the psychology of religion” will be restructured exemplarily, focusing on the constructive alignment between the learning processes of the students and the teaching methods of the student presenters and the teacher.
ISSN:2297-6469
Contains:Enthalten in: Zeitschrift für Religionskunde