Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching

Abstract

Searching for new methods to start a genuine dialogue in secondary school classrooms, bibliodrama as an active form of putting religious stories in action was used. The research focused on examining relationships between student learning activities and teacher behavior; six lessons were analyzed in a qualitative cross-case analysis. A dialogue in the classroom aims to evoke theologizing by the students, also to be called religious-thinking-through. The effectiveness of religiousthinking-through was operationalized into three learning activities (testing positions, producing criticism, and reflecting) and six teaching scaffolds, building stones used by teachers to gear active learning. A quantitative correspondence analysis yielded a scale that contrasts more from less effective lessons. The specific contribution of an effective religion teacher is to show understanding, give space and listen. When he asks meta-cognitive questions in a debating way of connective truth finding this leads to a higher level of religious-thinking-through by students.

Doing philosophy effectively II: A replication and elaboration of student learning in classroom teaching

“…We classified most of the differences between the two studies as minor, and further replication of these studies, hopefully by other researchers, could shed light on these differences. We are currently conducting research in a similar but different field, religious education, where the methodology used in this study is also proving useful [39].…”

Who am I, the religious educator? Religion in the formation of a moral compass

“…Sharing their favourite music, the experience of going into nature, discussing their passion for sports seemed to be wonderful aspects to enter into their talents and future professional direction. In the Netherlands, this research has been conducted for over twenty years (van Dijk-Groeneboer andMaas 2001, 2005; van Dijk-Groeneboer and Van den Bosch 2008; van Dijk-Groeneboer and Bri-jan2013; van Dijk-Groeneboer and Van Herpen-de Regt 2019) and helps in developing activating exercises (Kienstra et al 2018) described later in the paper.…”

“…These new methods are used by the internship students in school classes, and then faculty members research their effectiveness. A first pilot study of these new, self-designed forms of work was carried out in 2016 (Kienstra et al 2018). For instance, Bibliodrama was introduced and students and teachers worked with it sharing their own encounters and dialogues.…”

“…Answering this question and following the three steps will make you aware of your own moral compass and in turn will provide the openness for others, such as your students, to do the same. Engaging with this in the classroom will stimulate a genuine dialogue and religious thinking through learning (Kienstra et al 2018). Obviously, how to engage in this action, reflection and experience needs thorough attention, and the model of the hermeneutic space described by Sharkey might be helpful (Sharkey 2019).…”

Theologische bijdragen voor leraarschap

“…In onderzoek binnen lessen godsdienst/levensbeschouwing naar bovenstaande begeleidingsvaardigheden is gevonden dat de specifieke bijdrage van een effectieve godsdienst/ levensbeschouwingsleraar begrip tonen, ruimte geven en luisteren is. 42 Ik concludeer dat dit dicht tegen Pratt's perspectief van zorg aanzit. Het vierde perspectief van zorg, vertrouwen, uitdagende en bereikbare doelen, aanmoedigingen en duidelijke verwachtingen is voorlopig het meest theologische gevulde leraarsmodel.…”