On the cognitive and affective effects of denominational cooperative religious education. A Cluster Randomized Controlled Trial

虽然教派合作宗教教育的概念和目标是以不同的方式发展起来的，但对其有效性的有力实证研究仍然缺乏。本计划回应了宗教教学研究的这一需求，在一项随机对照试验的背景下，调查kokoRU对学生的认知和情感影响，并将其与传统教派宗教教育的相应影响进行比较。试炼的内容是关于“在我们的教会社区中生活”的一课，这样可以在3/4和5/6的课堂上进行测试。为此，开发了两个kokoru特定的教学序列，其中一个主要面向宗派共性（E1），另一个主要面向差异（E2）。E1和E2内容相同，但侧重点不同，尤其是在任务上。比较小组首先是来自kokoRU的学习小组，不涉及“在我们的教会社区生活”（K1）的主题，以便能够检验方差的份额，这完全是由kokoRU的教学设置解释的；其次是来自传统教派宗教教育的学习小组，从各自的教派角度处理“在我们的教会社区生活”的主题（K2）。为了能够检验两种教学环境之间的差异。在研究结果的基础上，可以讨论在多大程度上理论上开发的kokoRU教学方案产生预期的效果，并在必要时根据证据进一步发展它们。

While the concept and objectives of denominational cooperative religious education (kokoRU) have been developed in a differentiated manner, robust empirical studies on its effectiveness are still lacking. The proposed project responds to this desideratum of religious didactics research by investigating the cognitive and affective effects of kokoRU on students in the context of a cluster randomized controlled trial and comparing them with the corresponding effects in conventional denominational religious education. The content of the trial is a lesson on the topic "Living in our church community", so that it can be tested in classes from 3/4 as well as from 5/6. For this purpose, two kokoRU-specific teaching sequences are developed, one of which is primarily oriented towards denominational commonalities (E1), and the second of which is primarily oriented towards differences (E2). E1 and E2 are identical in content, but have different emphases, especially in the tasks. The comparison groups are firstly learning groups from the kokoRU, which do not deal with the topic "Living in our church community" (K1), in order to be able to examine the share of variance, which is explained solely by the didactic setting of the kokoRU, secondly learning groups from the conventional denominational religious education, which deal with the topic "Living in our church community" from the respective denominational perspective (K2), in order to be able to examine the difference between both didactic settings. On the basis of the findings, it can be discussed to what extent the theoretically developed didactic scenarios for the kokoRU produce the intended effects and, if necessary, develop them further on the basis of evidence.