Klassiker der Religionswissenschaft modern konzipiert. Eine Alternative zu einem Referat-basierten Seminaraufbau
Competence Orientation, Backward Design, Constructive Alignment - The didactical models that are taught in teacher training courses in higher education may sound plausible in theory, but their application in the classroom often proves very time consuming. Moreover, including insights from cognitive...
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| Collaborateurs: | |
| Type de support: | Électronique Article |
| Langue: | Allemand |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[2017]
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| Dans: |
Zeitschrift für Religionskunde
Année: 2017, Volume: 5, Pages: 54-70 |
| Sujets / Chaînes de mots-clés standardisés: | B
Science des religions
/ Classique
/ Études de science des religions
/ Premier cycle universitaire
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| RelBib Classification: | AA Sciences des religions AH Pédagogie religieuse |
| Sujets non-standardisés: | B
Science des religions
B Didactique de l’enseignement supérieur B Kompetenzorientierung B Seminar B Backward Design B Constructive Alignment B Classique |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | Competence Orientation, Backward Design, Constructive Alignment - The didactical models that are taught in teacher training courses in higher education may sound plausible in theory, but their application in the classroom often proves very time consuming. Moreover, including insights from cognitive science and the results from Hattie´s meta-study leads to loss of sight of the forest for the trees. Taking the example of an introductory course to the scientific study of religion, ranging from Frazer to Geertz, the article will show how a text heavy seminar based on student presentations can be transformed into a multifaceted course that reaches its learning goals without relying on student presentations. |
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| ISSN: | 2297-6469 |
| Contient: | Enthalten in: Zeitschrift für Religionskunde
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