Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method.

Learning outcomes in Christian Religious Education (CRE) are attributed to the teaching and learning approaches utilized by teachers. In Kenya, conventional methods of teaching are prevalent in classrooms, as teachers often prefer methods that alleviate their workload. Nevertheless, the implementation of learner-centred methods such as constructive simulation enhances learning outcomes. Therefore, this research evaluated the dissimilarity in learning outcomes of CRE learners instructed by constructive simulation, and those instructed with a conventional approach. The research employed a quasi-experimental study with groups under treatment and control, incorporating a pre-test and post-test approach. In total, 90 form two CRE learners from two sub-county secondary schools were purposively selected for the research. Data were collected using the Learner Attainment test in CRE as the assessment tool. The research utilized correlation analysis to establish the similarity scores between the pre-test and post-test assessments. Additionally, the t-test statistical model was employed to test the effectiveness of the two teaching methods. Results revealed a strong positive connection between the two assessment tests of learners taught using constructive simulation (r = 00.0510, p < 0.01) and conventional method (r ═ 0.673, p < 0.01). Notably, constructive simulation (t (49) = - 9.76, n = 50, p < 0.05) significantly outperformed the conventional method of teaching (t (39) = 2.700, n = 40, p < 0.324). These findings implied that constructive simulation was more effective in enhancing learning outcomes as opposed to the conventional method of teaching. The results suggest that when designing curricula and formulating educational policies, educators and policymakers should incorporate constructive simulation as a learner-centred method.

Cognitive function among religious and non-religious Europeans: a cross-national cohort study.

OBJECTIVES: To examine the associations between several measures and categories of religiosity and cognitive function across sex and European regions. METHODS: We conducted a longitudinal study including 17,756 Europeans aged 50 and older who participated in the Survey of Health, Ageing and Retirement in Europe wave 1. Participants were followed for up to 15 years. Associations were analyzed using linear mixed effects models adjusted for several potential confounders. RESULTS: Religious service attendance was consistently associated with better cognitive function (coefficient: 1.04, 95% CI 0.71; 1.37) across sex and European regions. Praying was also associated with better cognitive function but only among men (coefficient: 0.55, 95% CI 0.15; 0.96). However, individuals who received religious education from their parents had poorer cognitive function (coefficient: -0.59, 95% CI -0.93; -0.25). The association persisted in women and among both sexes in Western Europe. Comparing different religious categories to the non-religious, participants who were religious in childhood showed an inverse association with cognitive function, while persistently religious men exhibited better cognitive function. CONCLUSIONS: Our findings indicate that religious service attendance and, to a certain extent, prayer is associated with better cognitive function. However, receiving religious education in childhood may be linked to lower cognitive function.

The Impact of Collaboration Between Science and Religious Education Teachers on Their Understanding and Views of Argumentation.

Teachers' understanding and teaching of argumentation is gaining more attention in science education research. However, little is known about how science teachers engage in argumentation with teachers of different subject taking an interdisciplinary perspective that may inspire new pedagogical ideas or strategies. In particular, the positioning of argumentation at the juncture of science and religion is rare. This paper reports an empirical study involving science and religious education (RE) teachers who collaborated on teaching argumentation in three secondary schools in England. Their interdisciplinary collaboration was sustained by a series of professional development sessions over 18 months. Analysis of the interview data unfolds how the teachers' collaboration impacted their understanding of argumentation and views of teaching their subject. Through working relationally in exploring and teaching argumentation, the science teachers reflected more notable changes than their RE counterparts. Science teachers came to appreciate student voice in the learning process and the role of argumentation in fostering students' scientific reasoning. The paper is a salient step to researching argumentation in a cross-curricular terrain, particularly in relation to RE. It also sheds light on how collaborating with teachers of another subject bolstered science teachers' professional development and broke subject barriers.

Designing the content of religious education learning in creating sustainability among children with learning disabilities: A fuzzy delphi analysis.

Teachers found it is hard to figure out what are the best approach and strategies shall be employed to create an effective learning activity that can benefit the children. Children with learning disabilities have distinctive learning difficulties, depending on each individual. Therefore, this requires modification and adaptation in the learning activities to make sure they can learn effectively. Teachers need to make adjustment to the instructions, learning materials, assessments, and activities to accommodate the children with learning disabilities. Therefore, the objective of this research is to develop the content of religious education for children with learning disabilities using fuzzy delphi. This research used method of design and developmental research approach which have three phases. In this research, the researchers focus on the second phase of fuzzy delphi. There were 20 panel experts involved in this research to rank the elements in developing religious education model. Findings showed that, all the elements such as learning style, rights of people with disabilities manners and universal design were above 70% that considered suitable and applicable. It is hoped that this model can assist and guide teachers in teaching religious education for children with learning disabilities.

Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya.

Approaches, methods, and techniques of teaching Christian Religious Education (CRE) in Kenya have changed over time. Improved teaching strategies such as a five-stage lesson plan framework enhance students' performance. Despite the novelty of the framework, there is limited information on its spread and utilization among CRE teachers in Kenya. Therefore, this study assessed the determinants of awareness and implementation of the novel five-stage lesson plan framework in Meru County, Kenya. The study sampled 226 CRE teachers using a semi-structured questionnaire. The study employed an Ordered Probit Model to assess the determinants of the number of five-stage lesson plan stages awareness and implemented by the CRE teachers. The Ordered Probit analysis revealed that gender, academic qualification, working experience, and challenges were crucial determinants of awareness and implementation of the five-stage lesson plan framework. The findings implied that policymakers and relevant stakeholders in education should consider pre-service and in-service training, workshops, and seminars in upscaling or promoting the awareness and implementation of the five-stage lesson plan framework. Educational policies targeting improved teaching methods should enhance recognition and operation of the five-stage lesson plan framework.

School-based education to prevent bullying in high schools in Indonesia.

BACKGROUND: The Global School-based Health Survey showed that 20.6% of Indonesian students aged 13-17 years old were bullied. The proportion was lower than those reported from Southeast Asian countries (28.3-51.0%). School education was reported to contribute to the reduction of bullying, but no similar study has been done in Indonesia. This study aimed to explore the role of school-based education in preventing bullying in high schools in Indonesia. METHODS: In-depth interviews with principals and focus group discussions with teachers from five schools in Mataram City were conducted in 2018. Data were transcribed and analyzed using thematic analysis. Participant observations and document reviews were conducted to verify the data. RESULTS: Seven themes emerged: (i) Bullying as a problem; (ii) Causes of bullying; (iii) Effects of bullying; (iv) Curricular interventions; (v) Cultural interventions; (vi) Institutional interventions; and (vii) Challenges and recommendations regarding current interventions. Curricular interventions include Pancasila (state ideology or principles of the state's philosophy) and civic education, and religious education, while cultural interventions include cultural practices and extracurricular activities. The schools provide an enabling environment by maintaining a good physical environment and implementing policies to prevent bullying. These activities promote the prevention of school bullying. CONCLUSIONS: This study demonstrated that moral education in curriculum and cultural activities are avenues for the prevention of school bullying. The implementation of both religious education and civic education encouraged the creation of values among students. In Indonesia, current interventions should be continued and must be modified to respond with societal changes.

Prácticas discursivas y pedagógicas que configuran la identidad Lasallista: una experiencia de aula / Discursive and pedagogical practices which configure Lasallian identity: a classroom experience / Práticas discursivas e pedagógicas que configuram a identidade Lassalista: uma experiência de aula

Resumen Introducción. En el afán constante de los maestros lasallistas por hacer entrar en diálogo sus prácticas discursivas y pedagógicas con la identidad lasallista y comprenderse desde esta última, emergen una serie de prácticas discursivas y pedagógicas que pueden orientar a los maestros en dicho proceso de configuración. Objetivo. Analizar las prácticas discursivas y pedagógicas que dan cuenta de la apropiación de la identidad del maestro lasallista en los maestros del área de educación religiosa del Colegio la Salle Bello. Materiales y métodos. La investigación se concibió desde el método hermenêutico el cual se apoyó en una serie de entrevistas semiestructuradas y observaciones participantes a los sujetos que participaron de la investigación. Resultados. Se evidenció que los maestros, a partir de sus prácticas discursivas, pueden identificar algunos elementos de la identidad lasallista integrándolos a su ser de maestros lasallistas, sin embargo, se deja ver en las prácticas pedagógicas que dicho ser, generalmente, no se manifiesta en el quehacer. Conclusiones. Los resultados encontrados permiten establecer que, si bien los maestros hacen emerger unas prácticas discursivas que los posicionan en un encuentro con muchos elementos de la identidad lasallista, se evidencia una falta concienciación con dicho encuentro pues, esto no se refleja en las prácticas pedagógicas de los mismos.

Abstract: Introduction: In the urge of Lasallian teachers for establishing dialogue between their discursive and pedagogical practices and the Lasallian identity, and for understanding themselves from the latter, a series of discursive and pedagogical practices emerges. These can orientate the teachers in such configuration process. Objective: Analyze discursive and pedagogical practices which demonstrate the appropriation of the Lasallian Teacher Identity in La Salle Bello School's Religious Education Staff. Materials and methods: The study was conceived from the hermeneutic method, supported on a series of semi-structured interviews and active observations on the research subjects. Results: From their discursive practices, it was evidenced that the teachers can identify some Lasallian identity items, integrating them to their being as Lasallian teachers. However, within their pedagogical practices, such being is not manifested in their daily activities. Conclusions: The results allow establishing that, even though teachers mention some discursive practices which place them in an encounter with many Lasallian identity elements, a lack of awareness with such encounter is identified since those practices are not evidenced in their own pedagogical practices.

Resumo Introdução. No ânsia constante dos docentes lassalistas por fazer entrar em diálogo suas práticas discursivas e pedagógicas com a identidade lassalista e se compreender desde esta última, emergem uma série de práticas discursivas e pedagógicas que podem orientar aos docentes em dito processo de configuração. Objetivo. Analisar as práticas discursivas e pedagógicas que dão conta da apropriação da identidade do docente Lassalista nos docentes da área de educação religiosa do Colégio La Salle Bello. Materiais e métodos. A pesquisa foi concebida desde o método hermenêutico o qual apoiou-se em uma série de entrevistas semiestruturadas e observações participantes aos sujeitos que participaram da pesquisa. Resultados. Foi evidenciado que os docentes, a partir de suas práticas discursivas, podem identificar alguns elementos da identidade Lassalista integrando-os ao seu ser de docentes Lassalistas, no entanto, deixa-se ver nas práticas pedagógicas que dito ser, geralmente, não se manifesta no trabalho. Conclusões. Os resultados encontrados permitem estabelecer que, se bem os docentes fazem emergir umas práticas discursivas que os posicionam em um encontro com muitos elementos da identidade Lassalista, se evidencia-se uma falta de consciência com dito encontro pois, este não se reflexa nas práticas pedagógicas dos mesmos.

Religious education can contribute to adolescent mental health in school settings.

BACKGROUND: Mental disorders contribute substantial burden to the society due to their widespread occurrence and debilitating effects. A quarter of the world's population are children and adolescents, a significant number of whom experience mental disorders as early as the age of 14. Some interventions have been found to effectively reduce the risk factors and reinforce protective or preventive factors. However, there is still a need to put emphasis on mental health promotion strategies such as religious education. This paper aims to discuss the importance of religious education in promoting mental health. DISCUSSION: Religious education can be instrumental to improving adolescent mental health. Specifically, it can: (1) help develop healthier reaction to stimuli through the internalization of religious morality; (2) reinforce religious coping mechanisms which reduce the impact of stresses, enhance coping skills, and promote a less risky lifestyle; (3) increase awareness regarding religious beliefs and practices and their influence on the individual, the family, and the community; and finally, (4) promote connectedness which can enhance self-esteem and well-being. However, negative health outcomes such as discrimination and social isolation can also develop, especially among religious or gender minority groups. CONCLUSION: It is important to reflect on the crucial role of religious education on adolescent mental health. School-based mental health education and promotion strategies can maximize the benefits of religious education by putting emphasis on effective implementation of religious education to positively influence adolescent mental health.

"Vestir de anjo": moralidade e práticas educativas em são João del-rei (1930-1946) / "dressing like an angel": morality and educational practices in são joão del-rei (1930-1946)

Resumo: Analisamos a moralidade a partir de representações e práticas efetivadas em uma escola pública de São João del-Rei, o Grupo Escolar "João dos Santos". Sob o ponto de vista teórico-metodológico, utilizamos os "jogos de escalas", que possibilitam a apreensão de diferentes dimensões: do nacional ao regional, do local ao individual. Foi realizada uma pesquisa documental em fontes diversas: legislação, imprensa periódica, atas de exames da escola, jornal publicado por professores e alunos da instituição, fotografias, boletins, caderno de caligrafia e entrevistas com uma ex-aluna. No período analisado, 1930 a 1946, houve ampliação do acesso aos grupos escolares no Brasil e intensa atividade legislativa a regular o ensino religioso. Concluímos que, mesmo não sendo o ensino religioso conteúdo obrigatório nas escolas públicas, a cultura religiosa se encontrava disseminada nas atividades escolares, fosse nas aulas de caligrafia, nas festas escolares, fosse no periódico publicado por professores e estudantes. Ademais, a aula "Religião" foi acrescentada por uma professora no boletim escolar, constando de parte da avaliação. Tais indícios revelam falta de sincronia entre as prescrições legais e as práticas escolares.

Abstract: In this paper, we analyze the morality based on representations and practices carried out in an elementary school in São João del-Rei (Minas Gerais, Brazil), the "João dos Santos". Under the theoretical and methodological point of view, we use the "scales of games" that allow the seizure of various dimensions, from national to regional, local to the individual. A documentary research was carried out in several sources such as legislation, periodical press, school test minutes, journal published by teachers and students, photographs, report cards, copybook and interviews with a former student. In the analyzed period, from 1930 to 1946, there was an increase of access to the elementary school in Brazil and intense legislative activity to regulate religious education. We have concluded that, even though religious education is not compulsory content in public schools, religious culture was widespread in school activities, whether copybook classes, at parties or in periodical published by teachers and students. Even "Religion" class was added by a teacher in the report card consisting of part of the assessment. Such evidences reveal the lack of synchronicity between legal requirements and school practices.

Selecting among extraordinary informants.

In our reply to the commentaries by Jacqui Woolley and Rebekah Richert, we discuss the following: (1) possible effects that religious educations have on individual differences and (2) how older children may construe mind-readers.

Teachers and the religious socialization of adolescents: facilitation of meaningful religious identity formation processes.

This study investigated the effects of religious education on student religious identity over and above parent religiosity by examining student perceptions of two aspects of teacher functioning: teacher caring and teacher as role-model. We posited that effects of these variables on students' religious identity are mediated by student perceptions that the school provides a non-alienating religious atmosphere and meaningful religious studies. Participants were 2691 male and female students (grades 9-12) in 152 classes of 25 schools from the Jewish public-religious sector in Israel. Results indicate that in addition to their parents' religiosity, adolescents' perceptions of their teachers as role models and their religious studies as meaningful are important variables affecting their religious identity. Moreover, this research suggests that religious identity formation processes flourish in an educational environment which students perceive as accommodating religious exploration.

Debate sobre o ensino religioso na capital paranaense: entre a tribuna e a imprensa (1922-1931) / A discussion on religious teaching in the capital city of Paraná: between the tribune and the press (1922-1931)

Este artigo analisa as ações e os discursos promovidos pelos intelectuais católicos em defesa da presença do ensino religioso nas escolas públicas paranaenses no período circunscrito entre 1922 e 1931. Apoia-se no pronunciamento do deputado Alcidino Pereira, com o qual justificou seu projeto instituindo o ensino religioso facultativo nas escolas públicas, no parecer da Comissão de Constituição e Justiça do Congresso Legislativo do Paraná elaborado pelo deputado Azevedo Macedo, na resposta do autor do projeto ao parecer da Comissão e na revista católica A Cruzada. Tais dados são analisados sob a perspectiva da história intelectual da educação, visando a restituir alguns dos sentidos da disputa entre católicos e anticlericais, ao longo da década de 1920 e início da década de 1930, sem esquecer o contexto nacional e internacional como pano de fundo desse movimento de discussão sobre a presença da cultura religiosa nos espaços escolares oficiais.

This article analyzes the actions and speeches of catholic intellectuals when defending the teaching of religion in state schools of Paraná from 1922 to 1931. The article bases itself on deputy member Alcidino Pereira's pronouncement, which justified his project for the organisation of optional religious education in state schools. The article is also based on the opinion of the Constitutional and Judicial Commission of the Legislative Congress of Paraná organized by deputy member Azevedo Macedo on the reply given by the author of the project to the opinion of the Commission and on the Catholic magazine A Cruzada. The data is analyzed from the perspective of the intellectual history of education, intending to restore some meaning to the dispute between catholics and anticlericals during the 1920s and early 1930s without, however, neglecting the national and international context as the background to all the activity over the discussion about the presence of religious culture in official teaching establishments.