بررسی توسعه ابزار مفهومی برای آموزش تربیت دینی در دانش آموزان
محورهای موضوعی : علوم دینیکلید واژه: تحقیق مبتنی بر طراحی, خواندن انضباطی, نظریه موقعیت‌یابی, مطالعات دینی و اعتقادی,
چکیده مقاله :
توانایی دانش آموزان برای یادگیری در تربیت دینی به توانایی آن‌ها در درک منابعی مانند کتاب‌های درسی، متون مقدس، تصاویر و سایر اشکال گفتمان بستگی دارد؛ بنابراین معلمان تربیت دینی به ابزارهای عملی برای ادغام خواندن و یادگیری نیاز دارند. این مطالعه به بررسی این موضوع می‌پردازد که چگونه یک ابزار مفهومی طراحی‌شده برای معلمان تربیت دینی برای استفاده در فعالیت‌های یادگیری مبتنی بر متن، می‌تواند آگاهی از موقعیت‌یابی دانش‌آموز را افزایش دهد و دانش محتوای موضوعی را در تربیت دینی افزایش دهد. چهار کلاس متوسطه اول نروژی و معلمان تربیت دینی آن‌ها در یک پروژه متمرکز بر خواندن در تربیت دینی شرکت کردند. با استفاده از یک رویکرد مبتنی بر طراحی، توسعه و استفاده از یک ابزار مفهومی (آموزش دینی) طراحی‌شده برای افزایش آگاهی از موقعیت‌یابی در تربیت دینی را توصیف می‌کنیم. این ابزار بر رویکرد معلمان به متون تأثیر گذاشت. دانش آموزان افزایش ارتباط موضوع درک شده، افزایش دانش انضباطی و درک بالاتر از احترام و مدارا را گزارش کردند. این ابزار می‌تواند از معلمان در توسعه راهبردهایی برای تدریس فراگیر در تربیت دینی پشتیبانی کند.
Students' ability to learn in religious education depends on their ability to understand sources such as textbooks, scriptures, images, and other forms of discourse; Therefore, religious education teachers need practical tools to integrate reading and learning. This study examines how a conceptual tool designed for religious education teachers to use in text-based learning activities can increase student positioning awareness and increase subject content knowledge in religious education. Four Norwegian upper secondary classes and their religious education teachers participated in a project focused on reading in religious education. Using a design-based approach, we describe the development and use of a conceptual tool (religious education) designed to increase awareness of positioning in religious education. This tool influenced teachers' approach to texts. Students reported increased perceived subject relevance, increased disciplinary knowledge, and higher perceptions of respect and tolerance. This tool can support teachers in developing strategies for inclusive teaching in religious education.
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