RT Article
T1 Besser selber lernen. Selbstgesteuertes Lernen in religionswissenschaftlichen „Referateseminaren“ am Beispiel der „Einführung in die Religionspsychologie“
JF Zeitschrift für Religionskunde
VO 5
SP 71
OP 90
A1 Schröder, Anna-Konstanze 1980-
A2 Laack, Isabel
LA German
YR 2017
UL https://ixtheo.de/Record/1571515488
AB 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.
K1 Didaktik
K1 Kompetenz
K1 Hochschuldidaktik
K1 Seminar
K1 Lernen
K1 Referat
K1 Religionspsychologie
K1 Selbststeuerung