Research and Development of Learning Processes Sensitive to Heterogeneity with the Use of Art in Religious Education. An Empirical Analysis of Adaptive Learning

鉴于日益增加的异质性，宗教教育面临着发展对异质性敏感的学习过程的挑战。与艺术合作被认为是创造机会的潜力，可以积极利用不同的先前经验和先前存在的结构，由学习主体带入学习环境中。艺术和艺术生产的感觉-审美结构应该开启不同的学习方式，而不仅仅是认知的，支持不同的学习风格和策略，促进对异质性敏感的学习方式。与艺术合作使适应性学习成为可能，这种学习应该以一种富有成效的方式利用差异，减少学习者之间的不平等。然而，与这些假设相关的实证研究只包括申请者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育学，只有很少的经验数据可用。尽管异质性本身已经成为RE的一个中心术语，但研究仍然被基于理论的概念所主导。手头的实证研究项目旨在缩小这一差距。为了通过使用艺术对学习的敏感性和对异质性的适应性进行实证分析，本项目使用了教学设计研究的研究形式，这种方法的特点是定性的实证和以主题为导向的重点。它的主要目标是发展教学理论以及经验性验证的适应性教学设计。该项目假设，对教-学过程的解释和评估实际上依赖于语境和话语。该项目旨在对异质性作为一个概念的复杂性进行多角度分析，以确定自适应匹配过程中的潜在盲点。研究项目本身由两个子项目组成，其中一个子项目将研究以接受为导向的方法，而另一个子项目将侧重于生产-美学方法。在这两个次级项目中，数据的获取和分析都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估。数据的收集和分析是通过U·库卡尔茨设计的内容结构和定性内容分析进行的。在教学实践中，匹配过程集中表现为小学生的学习结果和过程，以及教师的主观艺术和适应理论。项目结果的假设、解释和理论整合是在两个分项目的共同作用下进行的，而与内容相关的重点在两者之间有所不同，如上文所述，侧重于以接受为导向的艺术工作方式和以生产为导向的工作方式。

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.