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...
| Опубликовано в: : | Zeitschrift für Religionskunde |
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| Главный автор: | |
| Другие авторы: | |
| Формат: | Электронный ресурс Статья |
| Язык: | Немецкий |
| Проверить наличие: | HBZ Gateway |
| Journals Online & Print: | Загрузка...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Опубликовано: |
[2017]
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| В: |
Zeitschrift für Religionskunde
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| Нормированные ключевые слова (последовательности): | B
Изучение религиоведения (в вузе)
/ Самостоятельное изучение
/ Реферат (доклад) (Доклад)
/ Психология религии
/ Введение
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| Индексация IxTheo: | AE Психология религии AH Педагогика религии |
| Другие ключевые слова: | B
Seminar
B Дидактика B Дидактика вуза B Компетенция B Самоуправление B Психология религии B Учебный процесс B Реферат (доклад) |
| Online-ссылка: |
Volltext (kostenfrei) |
| Итог: | 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 |
| Второстепенные работы: | Enthalten in: Zeitschrift für Religionskunde
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