Religious operational thinking: An Important Predictor of Religious Achievement in School
The purpose of the present study was to investigate the relative importance of religious operational thinking for understanding and retention of biblical texts in religious instruction. This problem was regarded as crucial for future development of religious instruction curricula in general and the...
| 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: |
SAGE Publishing
[1978]
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| In: |
Archive for the psychology of religion
Year: 1978, Volume: 13, Pages: 89-102 |
| Online Access: |
Volltext (Resolving-System) |
| Parallel Edition: | Non-electronic
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| 520 | |a The purpose of the present study was to investigate the relative importance of religious operational thinking for understanding and retention of biblical texts in religious instruction. This problem was regarded as crucial for future development of religious instruction curricula in general and the choice of texts for biblical instruction in particular. Three biblical texts were chosen as examples of religious instruction materials for which operational thinking was presumed to be important (Luke 15, 11-24; Luke 15, 25-32; Math. 8, 23-35). The sample was comprised of 82 boys and 71 girls from grade 4, approximately 11 years of age, from nine school classes in three schools in Stockholm, Sweden. By means of Scalogram analysis, a scale of religious operational thinking - the Religious Operational Thinking Test - was constructed, based on the Piagetian theory. The findings of the multiple regression analysis showed that all four predictors - three intelligence tests and the Religious Operational Thinking Test (in that order of inclusion) - were significantly correlated with the criteria, four tests of religious achievement. The Religious Operational Thinking Test was the strongest of the four predictors. Of major interest in the findings was the fact, that the three texts behaved differently. It opens up the question of what parts of religious instruction is heavily relying on operational thinking and what other parts are less or not at all relying on that factor. The didactic implications of the findings for curriculum development in the field of religious instruction is, that the relationship between the maturational level of the child and the content of instruction chosen at each level of schooling must be carefully considered. | ||
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