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Direct Instruction as a pedagogical tool in religious education

Rymarz, Richard (2013) Direct Instruction as a pedagogical tool in religious education. British Journal of Religious Education, 35 (3). pp. 326-341. ISSN 0141-6200 (Print), 1740-7931 (Online)

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Recent advances in the cognitive sciences along with theoretical perspectives from a Vygotskian learning paradigm are used to provide a justification for direct instruction in religious education. Direct instruction is not seen as the end of the learning process but one way in which students can be equipped to engage in more complex learning tasks which both challenge and engage them. To be pedagogically effective, direct instruction must be part of a wider teaching strategy and be based on a number of key principles, such as coherence, signalling and recognition of prior learning. The paper argues that direct instruction is especially relevant when dealing with conceptually difficult material. In addition, it also has a place when working with students who lack strong content knowledge.

Item Type: Published Articles
Repository Version: Metadata Only
Keywords: religious education, direct instruction, pedagogy, learning
Fields of Research: 22 Philosophy and Religious Studies > 2204 Religion and Religious Studies > 220401 Christian Studies (incl. Biblical Studies and Church History)
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970122 Expanding Knowledge in Philosophy and Religious Studies
Type of Activity: Strategic Basic Research
Subjects: D - Religious Education
College/Association with University of Divinity: CTC: Catholic Theological College
Depositing User: Mr Mark Carey
Date Deposited: 25 Jul 2017 03:32
Last Modified: 08 Nov 2017 03:52
URI: http://repository.divinity.edu.au/id/eprint/2597

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