“In other lessons I kind of just switch off”: the effects of teaching religious education through thinking skills

Jackson-Royal, Rachael Margaret (2013). “In other lessons I kind of just switch off”: the effects of teaching religious education through thinking skills. University of Birmingham. Ph.D.

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Abstract

This thesis is a practitioner based enquiry exploring the effects of teaching Religious Education through a thinking skills approach. Two main areas were focused upon in a mixed methods design: student perceptions of being taught through thinking skills; and whether a significant development occurred within the type of cognition underpinning religious thought (called Religious Judgement). The research lasted just under seven months and was conducted in an independent day school for girls; involving 32 participants drawn from two Year 8 Religious Education classes.

The research found that the pupils felt a thinking skills approach to Religious Education was a positive way of learning, as they believed this made the lessons more enjoyable and easier. They particularly liked opportunities to work as a community of enquiry, because they believed it enabled them to be more actively engaged in their learning. The Religious Judgement scores of the group developed slightly faster than would be expected and this was particularly significant for six pupils. In addition, the views of these six students also demonstrated greater cognitive awareness than the other participants. Thus, overall this research suggests that a Thinking Skills approach could be highly effective in motivating learners and developing their cognitive abilities.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):