Konfessionslosigkeit als Thema von Lern- und Anwendungsaufgaben: fachdidaktische Perspektiven
Identifying appropriate learning tasks can be challenging for religious education teachers in a religiously mixed context: Does the task provide the opportunity for denominational and non-denominational learners to examine religious beliefs from different perspectives? Will the task engage the learn...
| Auteur principal: | |
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| Type de support: | Imprimé Article |
| Langue: | Allemand |
| Vérifier la disponibilité: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2014
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| Dans: |
Zeitschrift für Pädagogik und Theologie
Année: 2014, Volume: 66, Numéro: 3, Pages: 252-261 |
| Sujets / Chaînes de mots-clés standardisés: | B
Tâche d'apprentissage
/ Enseignement de la religion
/ Irréligion
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| Classifications IxTheo: | AG Vie religieuse RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Éducation religieuse
B sKonfessionslosigkeit B Didactique des disciplines B Konstruktion von Lernaufgaben |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) Volltext (lizenzpflichtig) |
| Résumé: | Identifying appropriate learning tasks can be challenging for religious education teachers in a religiously mixed context: Does the task provide the opportunity for denominational and non-denominational learners to examine religious beliefs from different perspectives? Will the task engage the learners’ interest? Does the task relate to real world activities? Discussing these questions, the article offers criteria for designing appropriate learning tasks. |
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| ISSN: | 1437-7160 |
| Contient: | In: Zeitschrift für Pädagogik und Theologie
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| Persistent identifiers: | HDL: 10900/119989 |
