Why leave the classroom? How field trips to the church affect cognitive learning outcomes
Why leave the classroom? How field trips to the church affect cognitive learning outcomes
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DOI：
10.1016/j.learninstruc.2015.10.004
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发表时间：
2016-02-01
影响因子：
6.2
通讯作者：
Kindermann, Katharina
中科院分区：
文献类型：
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作者：
Riegel, Ulrich;Kindermann, Katharina
在宗教教育中，教会实地考察被认为是提高学生能力的有力教学工具，因为它们使学生能够与生活中的宗教进行真实的接触。我们概念化的教堂建筑作为一个校外学习环境的学习情境模型（福尔克和迪尔金，2000年），从而揭示了知识获得的机会和障碍在这里。我们测试这一点，在非等效组设计的前测和后测四个不同的群体使用二分Rasch模型。差异中的差异回归分析表明，实地考察比课堂教学效果更好，但前提是它们能使学生熟悉所在地。对于家庭中几乎没有宗教教育的学生来说尤其如此。本文是第一个提出的数据，在校外学习环境中的宗教教育的学习成果和研究结果增加了有关实地考察的相关理论。(C)2015爱思唯尔有限公司版权所有。
In religious education field trips to the church are regarded as powerful instructional instruments to improve students' competencies as they enable authentic contact with lived religion. We conceptualize the church building as an out-of-school learning environment following the Contextual Model of Learning (Falk & Dierking, 2000) and thereby reveal the chances of and barriers to knowledge gain here. We test this in a non-equivalent groups design with a pretest and posttest for four different groups using a dichotomous Rasch-model. A difference-in-difference regression analysis shows that field trips do better than classroom-teaching, but only if they enable the students to become familiar with the location. This is especially true for students with little to no religious education in their family. This article is the first to present data on learning outcomes in an out-of-school learning setting in religious education and the findings add to the relevant theories about field trips. (C) 2015 Elsevier Ltd. All rights reserved.