Critical Appraisal of the Justification of Learning Outcome Design in the Subject Area of Religious Studies
Many studies have been carried out which suggest that students learn more effectively when introduced to teaching and learning objectives that promote deep learning over surface learning. Religious studies is a multi‐disciplinary subject concerned with promoting the study skills required for deep le...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
1998
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| In: |
Journal of beliefs and values
Year: 1998, Volume: 19, Issue: 1, Pages: 97-105 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Many studies have been carried out which suggest that students learn more effectively when introduced to teaching and learning objectives that promote deep learning over surface learning. Religious studies is a multi‐disciplinary subject concerned with promoting the study skills required for deep learning as these are innate to its approach to the wide variety of religious beliefs and practices found in the world. There are claims that learning outcomes curriculum design can promote the shift away from surface learning to a more deep approach. However, the promotion of learning outcomes can often originate from vocationalism where the specific requirements may not necessarily promote individual thought and independence. Religious studies is not perceived as a vocational subject area and needs therefore to examine very carefully the benefits of learning outcomes. |
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| ISSN: | 1469-9362 |
| Contains: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/1361767980190108 |