Course design in religious studies: an experiment in metacognitive education
Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor...
| Authors: | ; |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage
[2015]
|
| In: |
Studies in religion
Year: 2015, Volume: 44, Issue: 1, Pages: 91-105 |
| Standardized Subjects / Keyword chains: | B
Religious studies
/ Metacognition
/ Learning technique
/ Wikiversity:Courses
/ Planning
|
| RelBib Classification: | AA Study of religion ZD Psychology ZF Education |
| Online Access: |
Volltext (doi) |
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| 245 | 1 | 0 | |a Course design in religious studies |b an experiment in metacognitive education |c Shelagh Crooks (Department of Philosophy, St Mary's University, Halifax, Canada), Alexander Soucy (Department of Religious Studies, St Mary's University, Halifax, Canada) |
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| 520 | |a Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor, evaluate, and even revise their thinking when it is called for. In this paper, we seek to answer the question: How can educators promote the development of metacognitive thinking in Religious Studies courses? We provide a case study of a class of senior students in a seminar on the subject of ghosts who were challenged to perform the complex and consequential task of designing a new course which would be taught in a subsequent term to first- and second-year undergraduates. We argue that course design is inherently metacognitive, and we discuss the impact of the design task on the students' willingness and ability to engage in metacognitive thought. | ||
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| STH | 0 | 0 | |a Изучение религиоведения (в вузе),Курс,Метакогнитивные процессы,Планирование,Техника обучения |
| STI | 0 | 0 | |a Κύκλος μαθημάτων,Μεταγιγνώσκειν,Σπουδές θρησκειολογίας,Σχεδιασμός,Τεχνική μάθησης |
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