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...
| Publicado no: | Zeitschrift für Religionskunde |
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| Autor principal: | |
| Outros Autores: | |
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Alemão |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
[2017]
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| Em: |
Zeitschrift für Religionskunde
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| (Cadeias de) Palavra- chave padrão: | B
Estudo das ciências da religião
/ Estudo autodidata
/ Palestra (Conferência)
/ Psicologia da religião
/ Introdução
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| Classificações IxTheo: | AE Psicologia da religião AH Pedagogia da religião |
| Outras palavras-chave: | B
Seminar
B Palestra B Psicologia da religião B Didática universitária B Aprendizagem B Didática B Autocontrole B Competência |
| Acesso em linha: |
Volltext (kostenfrei) |
| Resumo: | 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 |
| Obras secundárias: | Enthalten in: Zeitschrift für Religionskunde
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