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...
| Published in: | Zeitschrift für Religionskunde |
|---|---|
| Main Author: | |
| Contributors: | |
| 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) |
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| 520 | |a 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. | ||
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| STC | 0 | 0 | |a Aprendizaje,Autocontrolo,Competencia,Conferencia,Didáctica,Didáctica universitaria,Estudio autodidacta,Estudio de las ciencias de la religión,Introducción,Psicología de la religión |
| STD | 0 | 0 | |a Apprendimento,Autocontrollo,Competenza,Didattica,Didattica universitaria,Introduzione,Presentazione orale <conferenza>,Relazione orale,Relazione orale,Psicologia della religione,Studio da autodidatta,Studio universitario delle scienze religiose |
| STE | 0 | 0 | |a 学习,宗教心理学,宗教研究,导论,引子,介绍,教学法,教学理论,教育法,能力,权限,胜任,高等教育教学法,大学教学法 |
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| STI | 0 | 0 | |a Αρμοδιότητα,Αυτοέλεγχος,Αυτοδιδασκαλία,Διδακτική,Εισαγωγή,Μάθηση,Πανεπιστημιακή διδακτική,Προφορική παρουσίαση (διάλεξη),Σπουδές θρησκειολογίας,Ψυχολογία της θρησκείας |
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| SYG | 0 | 0 | |a Religionswissenschaft , Abriss,Leitfaden,Programmierte Einführung,Repetitorium,Populärwissenschaftliche Darstellung,Kompendium,Lehrbuch |