Research and Development of Learning Processes Sensitive to Heterogeneity with the Use of Art in Religious Education. An Empirical Analysis of Adaptive Learning
研究和开发对异质性敏感的学习过程以及在宗教教育中使用艺术。
基本信息
- 批准号:428671669
- 负责人:
- 金额:--
- 依托单位:
- 依托单位国家:德国
- 项目类别:Research Grants
- 财政年份:2019
- 资助国家:德国
- 起止时间:2018-12-31 至 2023-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
In the light of increasing heterogeneity, Religious Education (RE) is faced with the challenge of developing learning processes sensitive to heterogeneity. Working with art is attributed the potential of creating opportunities to actively use divergent prior experience and pre-existing constructs brought into the learning context by the learning subjects. The sensory-aesthetic structure of art and artistic production is supposed to open divergent learning ways that are not merely cognitive, supporting different learning styles and strategies and facilitating ways of learning that are sensitive to heterogeneity. Working with art enables adaptive learning, which is supposed to utilize differences in a productive way and decrease inequality among learners. However, empirical research relating to these assumptions only encompasses explorative studies conducted by the applicants themselves, which, ultimately, merely illustrate the complexity and intersectionality of the subject matter itself. Furthermore, concerning didactics of religion sensitive to heterogeneity, only little empirical data is available. Despite the fact that heterogeneity itself has become a central term in RE, research is still dominated by theory-based concepts. The empirical research project at hand aims at closing the gap. For the empirical analysis of learning sensitive and adaptive to heterogeneity through the use of art, the project uses the research format of Didactical Design Research, a method characterized by both its qualitative empirical and subject-matter-oriented focus. Its main objective is the development of didactic theory as well as empirically verified adaptive teaching-designs. The project assumes that the interpretation and assessment of teaching-learning-processes are, in fact, dependent on context and discourse. The project aims at a multi-perspective analysis of the complexity of heterogeneity as a concept, in order to identify potential blind spots within adaptive matching-processes. The research project itself is composed of two subprojects, one of which will investigate reception-oriented approaches, while the other one will focus on production-aesthetic approaches. Within both subprojects, the acquisition and analysis of data ensues on the basis of a theory-based teaching-design, comprised of an investigation and evaluation in three cycles. The collection and analysis of data ensues through the content-structuring and qualitative content-analysis designed by U. Kuckartz. The matching-processes are, focused in the teaching practise, the learning-outcomes and -processes of the pupils as well as the subjective art- and adaption-theories of the teachers. Generating hypotheses, interpretation and theoretic integration of the project’s results follows in conjunction of both subprojects, while the content-related focal points differ between the two, focusing on reception-oriented ways of working with art and on production-oriented ones, as has been described.
在日益增加的异质性,宗教教育(RE)面临的挑战,开发学习过程的异质性敏感。与艺术工作归因于创造机会的潜力,积极使用不同的先前经验和预先存在的结构带入学习环境的学习科目。艺术和艺术作品的感觉-审美结构应该开启不同的学习方式,而不仅仅是认知,支持不同的学习风格和策略,并促进对异质性敏感的学习方式。与艺术合作可以实现适应性学习,这应该是以富有成效的方式利用差异,减少学习者之间的不平等。然而,与这些假设有关的实证研究只包括申请人自己进行的探索性研究,最终只是说明了主题本身的复杂性和交叉性。此外,关于对异质性敏感的宗教教学法,只有很少的经验数据。尽管异质性本身已经成为RE的一个中心术语,但研究仍然由基于理论的概念主导。目前的实证研究项目旨在缩小这一差距。对于通过使用艺术学习敏感和适应异质性的实证分析,该项目使用了教学设计研究的研究格式,一种以定性实证和主题为导向的方法。它的主要目标是教学理论的发展以及经验验证的适应性教学设计。该项目假设,教学过程的解释和评估,事实上,依赖于上下文和话语。该项目旨在从多角度分析异质性作为一个概念的复杂性,以确定自适应匹配过程中的潜在盲点。该研究项目本身由两个子项目组成,其中一个将调查接受导向的方法,而另一个将侧重于生产美学方法。在这两个分项目中,数据的获取和分析是在以理论为基础的教学设计的基础上进行的,包括三个周期的调查和评价。数据的收集和分析采用了美国教育部设计的内容结构化和定性内容分析法。Kuckartz匹配过程在教学实践中是学生的学习结果和学习过程,也是教师的主观艺术和适应理论。提出假设,解释和理论整合项目的结果,随后在两个子项目,而内容相关的重点不同的两个,侧重于接受为导向的方式与艺术和生产为导向的,如前所述。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Professorin Dr. Claudia Gärtner其他文献
Professorin Dr. Claudia Gärtner的其他文献
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{{ truncateString('Professorin Dr. Claudia Gärtner', 18)}}的其他基金
Catholic Youth Associations' Activities in All-Day Schools. Developing a qualitative empirically-based theory of religious education with regard to Catholic youth associations' activities at all-day schools.
天主教青年协会在全日制学校的活动。
- 批准号:
317475089 - 财政年份:2016
- 资助金额:
-- - 项目类别:
Research Grants
Funktion und Wirkung von Kunst im Religionsunterricht. Entwicklung und Erprobung empirischer Verfahren in Einzelfallstudien.
艺术在宗教教育中的作用和效果。
- 批准号:
164354562 - 财政年份:2010
- 资助金额:
-- - 项目类别:
Scientific Networks
Bilder der Gegenwart Gottes. Eine sakramententheologische Auseinandersetzung mit dem Werk von Thomas Lehnerer
上帝临在的形象。
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5359198 - 财政年份:2001
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Dimensions of hermeneutical research in religious education. Methodological foundations
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463394514 - 财政年份:
- 资助金额:
-- - 项目类别:
Scientific Networks
Assessment of heterogeneous learning conditions in religious education
宗教教育中异质学习条件的评估
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527709986 - 财政年份:
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Religious Education for Sustainable Development. Empirical research into its effect on the planned environmentally conscious behaviour of secondary school students
宗教教育促进可持续发展。
- 批准号:
538650788 - 财政年份:
- 资助金额:
-- - 项目类别:
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