Forschendes Lernen in der Religionswissenschaft. Ein Erfahrungsbericht

The teaching of basic knowledge in lectures and the discussion of textual basics in seminars are common teaching and learning methods in religious studies, but they can be optimized didactically. Approaches such as "research-based learning", "blended learning" and "flipped c...

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Bibliographic Details
Main Author: Neumaier, Anna 1982- (Author)
Contributors: Laack, Isabel (Editor)
Format: Electronic Article
Language:German
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Published: [2017]
In: Zeitschrift für Religionskunde
Year: 2017, Volume: 5, Pages: 91-103
Standardized Subjects / Keyword chains:B Religious studies / Learning by discovering
IxTheo Classification:AA Study of religion
AH Religious education
Further subjects:B Learning
B Seminar
B Kompetenzerwerb
B Competence
B Science of Religion
B Forschen
B Method
B Knowledge
Online Access: Volltext (kostenfrei)

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520 |a The teaching of basic knowledge in lectures and the discussion of textual basics in seminars are common teaching and learning methods in religious studies, but they can be optimized didactically. Approaches such as "research-based learning", "blended learning" and "flipped classroom" promote the acquisition of specialist as well as non-scientific knowledge and competencies: through the active development of content, students understand and recall specialist knowledge better, but also obtain necessary contextual knowledge and transfer competencies more intensively. Finally, the approaches allows for synergistic effects in view of limited capacities of semester hours, for example in teaching religious studies methodology. The article aims to present these approaches with their advantages and disadvantages, illustrate their practical implementation with the help of an example, and discuss challenges in implementation. 
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