Literature Review On Religious Education

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Chapter 2 Chapter two (2) Literature Review Literature review is a critical and in depth evaluation of previous research. It is a summary and synopsis of a particular area of research, allowing anybody reading the paper to establish why you are pursuing this particular research program. A good literature review expands upon the reasons behind selecting a particular research question. (Shuttleworth, 2000). This chapter will be done in two sections, section one the independent variable which is Guided Discovery . The indicators for the Independent Variable are:  Field Trips  Observation  Research  Report Section two the dependent variable, Religious Education and its indicators are:  Morality  Character building  Spiritual  Diversity…show more content…
Enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust 2. Exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders 3. Considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice 4. Studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity 5. Considering the importance of rights and responsibilities and developing a sense of conscience. Character building Religious education plays a significant part in promoting personal education which may help to build students character: 1. Developing confidence and responsibility and making the most of their abilities by learning about what is fair and unfair, right and wrong and being encouraged to share their…show more content…
I have also observed that discovery learning has had considerable influence on today’s public education, particularly in math education. Bruner’s definition of “discovery” was not restricted to “the act of finding out something that before was unknown to mankind, but rather [included] all forms of obtaining knowledge for oneself by the use of one’s own mind” (J. S. Bruner, 1961, p. 22). He further stated that there are “powerful effects that come from permitting the student to put things together for himself, to be his own discoverer” (p. 22). Bruner described discovery learning as taking place in the hypothetical rather than the expository mode. In the expository mode “decisions concerning the mode and pace and style of exposition are principally determined by the teacher as expositor; the student is listener” (J. S. Bruner, 1961, p. 23). In the hypothetical mode, on the other hand, “the teacher and student are in a more cooperative position” (p. 23) in which the student, at times, plays the principle

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