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...
| Veröffentlicht in: | Zeitschrift für Religionskunde |
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| 1. VerfasserIn: | |
| Beteiligte: | |
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Deutsch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[2017]
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| In: |
Zeitschrift für Religionskunde
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| normierte Schlagwort(-folgen): | B
Religionswissenschaftliches Studium
/ Selbststudium
/ Referat (Vortrag)
/ Religionspsychologie
/ Einführung
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| IxTheo Notationen: | AE Religionspsychologie AH Religionspädagogik |
| weitere Schlagwörter: | B
Religionspsychologie
B Selbststeuerung B Didaktik B Kompetenz B Seminar B Hochschuldidaktik B Referat B Lernen |
| Online Zugang: |
Volltext (kostenfrei) |
| Zusammenfassung: | 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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| ISSN: | 2297-6469 |
| Enthält: | Enthalten in: Zeitschrift für Religionskunde
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