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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| 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
Jahr: 2017, Band: 5, Seiten: 91-103 |
| normierte Schlagwort(-folgen): | B
Religionswissenschaftliches Studium
/ Entdeckendes Lernen
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| IxTheo Notationen: | AA Religionswissenschaft AH Religionspädagogik |
| weitere Schlagwörter: | B
Kompetenz
B Seminar B Kompetenzerwerb B Wissen B Methode B Forschen B Lernen B Religionswissenschaft |
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| Zusammenfassung: | 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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| ISSN: | 2297-6469 |
| Enthält: | Enthalten in: Zeitschrift für Religionskunde
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