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...
| 主要作者: | |
|---|---|
| 其他作者: | |
| 格式: | 電子 Article |
| 語言: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | 載入...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| 出版: |
[2017]
|
| In: |
Zeitschrift für Religionskunde
Year: 2017, 卷: 5, Pages: 91-103 |
| Standardized Subjects / Keyword chains: | B
宗教研究
/ 發現式學習
|
| IxTheo Classification: | AA Study of religion AH Religious education |
| Further subjects: | B
方法
B 能力 B Seminar B 學習 B Kompetenzerwerb B 宗教學 B Forschen B 知識 |
| 在線閱讀: |
Volltext (kostenfrei) |
| 總結: | 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. |
|---|---|
| ISSN: | 2297-6469 |
| Contains: | Enthalten in: Zeitschrift für Religionskunde
|