Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching

Searching for new methods to start a genuine dialogue in secondary school classrooms, bibliodrama as an active form of putting religious stories in action was used. The research focused on examining relationships between student learning activities and teacher behavior; six lessons were analyzed in...

Full description

Saved in:
Bibliographic Details
Published in:Religious education 2018-03, Vol.113 (2), p.203-215
Main Authors: Kienstra, Natascha, van Dijk-Groeneboer, Monique, Boelens, Olav
Format: Article
Language:English
Subjects:
Active Learning
Biblical Literature
Case Studies
Criticism
Drama
Ethics
Foreign Countries
Learning Activities
Metacognition
Qualitative Research
Questionnaires
Reflection
Religious Education
Scaffolding (Teaching Technique)
Secondary School Students
Teacher Behavior
Teacher Effectiveness
Teacher Student Relationship
Teaching Methods
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Searching for new methods to start a genuine dialogue in secondary school classrooms, bibliodrama as an active form of putting religious stories in action was used. The research focused on examining relationships between student learning activities and teacher behavior; six lessons were analyzed in a qualitative cross-case analysis. A dialogue in the classroom aims to evoke theologizing by the students, also to be called religious-thinking-through. The effectiveness of religious-thinking-through was operationalized into three learning activities (testing positions, producing criticism, and reflecting) and six teaching scaffolds, building stones used by teachers to gear active learning. A quantitative correspondence analysis yielded a scale that contrasts more from less effective lessons. The specific contribution of an effective religion teacher is to show understanding, give space and listen. When he asks meta-cognitive questions in a debating way of connective truth finding this leads to a higher level of religious-thinking-through by students.
ISSN:0034-4087
1547-3201
DOI:10.1080/00344087.2017.1403788