Student perceptions of a trial Religious Education curriculum: establishing baseline data
Australian students’ perception of a trial Religious Education (RE) programme is the focus of this paper. Students (N = 1478) from 37 schools, primary and secondary, completed an online survey that included six Likert style items that aligned with six RE development principles that guided the develo...
| Auteurs: | ; ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
2021
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| Dans: |
Journal of beliefs and values
Année: 2021, Volume: 42, Numéro: 2, Pages: 247-257 |
| Sujets / Chaînes de mots-clés standardisés: | B
Australien
/ Enseignement de la religion
/ Programme scolaire
/ Élève <masc., motif>
/ Retour
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| RelBib Classification: | AH Pédagogie religieuse KBS Australie et Océanie RF Pédagogie religieuse ZF Pédagogie |
| Sujets non-standardisés: | B
Étudiant
B School B Religious Education B trial curriculum |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | Australian students’ perception of a trial Religious Education (RE) programme is the focus of this paper. Students (N = 1478) from 37 schools, primary and secondary, completed an online survey that included six Likert style items that aligned with six RE development principles that guided the development of the trial. Curriculum development was inclusive and student centred, giving voice to student input. Results indicate that the students generally held high perceptions of the trial RE curriculum with the highest ratings for principles being Jesus as Model and Message, Experiential Learning through Inquiry and Deep Learning. Female students, those in the earlier years of schooling, and students from smaller schools most valued the trial curriculum as indexed by measures of its development principles. Implications from student evaluations demonstrated an overall high level of satisfaction with learning engagement while highlighting the complexity of language and developmental differences for interpreting student learning in Religious Education. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2020.1818923 |