Cristin-prosjekt-ID: 406247
Sist endret: 10. mars 2016 16:26

Cristin-prosjekt-ID: 406247
Sist endret: 10. mars 2016 16:26
Prosjekt

Religionsundervisning og mangfold

prosjektleder

Geir Skeie
ved Institutt for kultur- og språkvitenskap ved Universitetet i Stavanger

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for kultur- og språkvitenskap ved Universitetet i Stavanger

Klassifisering

Vitenskapsdisipliner

Religionsvitenskap, religionshistorie

Kategorier

Prosjektkategori

  • Oppdragsprosjekt

Tidsramme

Avsluttet
Start: 1. oktober 2006 Slutt: 31. desember 2011

Beskrivelse Beskrivelse

Tittel

Religionsundervisning og mangfold

Tittel

Teaching about religious diversity

Sammendrag

Norwegian religious education has since 1997 focused on three aims; learning about religions and world-views, learning from religions and world-views, and learning to live together. Religion and world-views is one of the most important arenas in the school community where cultural diversity (ethnic, national, religious) is displayed. This is a challenge for the whole school, but in particular for religious education. Diversity in the classroom has consequences for learning processes and learning outcome and is challenging for teachers. Much new research has been done in religious education, but less has been done to improve the real teaching. This project aims at making teaching and learning in schools more effective by implementing and evaluating research based approaches to religious diversity in a systematic way by use of action learning and action research methods. The theoretical frramework and pedagogy is based on a combination of two approaches to religious education suggested by Robert Jackson in England and Geir Skeie in Norway. Experienced teachers will be trained in the interpretive cultural approach taking into account their present competence and teaching practice. They will adjust the approach to their local context and apply this approach to teaching religious education over a period. At certain points the learning processes as well as learning outcome will be evaluated and adjustments made. The final analysis will be fed into local curriculum planning according to the increased decentralisation in the 2005 reform. The researchers continue to work with the data and to discuss the results. Based on this a teacher-training project (B) will follow up the school based project (A). A similar action research project going on in England gives opportunities to cooperate and compare results. Several international networks provide excellent possibilities for seminars with religious education researchers that also work in the field of applied research

Vitenskapelig sammendrag

Norwegian religious education has since 1997 focused on three aims; learning about religions and world-views, learning from religions and world-views, and learning to live together. Religion and world-views is one of the most important arenas in the school community where cultural diversity (ethnic, national, religious) is displayed. This is a challenge for the whole school, but in particular for religious education. Diversity in the classroom has consequences for learning processes and learning outcome and is challenging for teachers. Much new research has been done in religious education, but less has been done to improve the real teaching. This project aims at making teaching and learning in schools more effective by implementing and evaluating research based approaches to religious diversity in a systematic way by use of action learning and action research methods. The theoretical frramework and pedagogy is based on a combination of two approaches to religious education suggested by Robert Jackson in England and Geir Skeie in Norway. Experienced teachers will be trained in the interpretive cultural approach taking into account their present competence and teaching practice. They will adjust the approach to their local context and apply this approach to teaching religious education over a period. At certain points the learning processes as well as learning outcome will be evaluated and adjustments made. The final analysis will be fed into local curriculum planning according to the increased decentralisation in the 2005 reform. The researchers continue to work with the data and to discuss the results. Based on this a teacher-training project (B) will follow up the school based project (A). A similar action research project going on in England gives opportunities to cooperate and compare results. Several international networks provide excellent possibilities for seminars with religious education researchers that also work in the field of applied research

prosjektdeltakere

prosjektleder

Geir Skeie

  • Tilknyttet:
    Prosjektleder
    ved Institutt for kultur- og språkvitenskap ved Universitetet i Stavanger
Aktiv cristin-person

Øystein Lund Johannessen

  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for teologi, diakoni og ledelsesfag ved VID vitenskapelige høgskole

Dag Husebø

  • Tilknyttet:
    Prosjektdeltaker
    ved Fakultet for utdanningsvitenskap og humaniora ved Universitetet i Stavanger
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Resultater Resultater

Tros- og livssynsfag i skandinavia – en sammenligning.

Husebø, Dag. 2014, Norsk pedagogisk tidsskrift. UISVitenskapelig artikkel

Contextual knowledge for an inclusive RE.

Johannessen, Øystein Lund. 2013, Waxmann Verlag. UISVitenskapelig Kapittel/Artikkel/Konferanseartikkel

Endringer i religionsundervisning i Skandinavia.

Husebø, Dag. 2013, Vestlandsseminaret HEF. UISPopulærvitenskapelig foredrag
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