Creating Significant Learning Experiences: A Case Study in the College Religion Classroom

Autor/inn/en	Jones, Jennifer L.; St. Hilaire, Robert
Titel	Creating Significant Learning Experiences: A Case Study in the College Religion Classroom
Quelle	In: Journal of Effective Teaching, 12 (2012) 3, S.34-43 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Case Studies; Religion; Undergraduate Students; Concept Formation; Intimacy; Teaching Methods; Religion Studies; Interdisciplinary Approach; Communities of Practice; Interaction; Relevance (Education); Qualitative Research; New York + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Intimität; Teaching method; Lehrmethode; Unterrichtsmethode; Religionswissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Community; Interaktion; Relevance; Relevanz; Qualitative Forschung
Abstract	In a domain historically dominated by student passivity, instruction that entices students to integrate and assimilate new content into their pre-existing cognitive schema is a new but necessary shift from the traditional teaching paradigm. No longer is college teaching primarily focused on quantity of information, but rather the quality of learning as measured by specific student learning outcomes. To facilitate this change, Fink (2003) identifies what he calls a "significant learning experience" and categorizes it according to a six-part taxonomy. This case study explores one of Fink's categories, "integration," in the context of a class in an undergraduate religious studies course. In this class, students explored the work of St. Augustine, a prominent early Christian theologian, and his notion of idolatry (confusion of the world with God). Discussion of St. Augustine was used both as a springboard for understanding the concept of idolatry as well as for critiquing contemporary notions of romantic love. This piece will present specific instructional decisions that exemplify this theory of integration as well as offer advice to other higher education faculty looking to create significant learning experiences in their own classrooms. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01