Unit:
Κατεύθυνση Συστηματικής ΘεολογίαςLibrary of the School of Theology
Author:
Koustourakis Nikolaos
Supervisors info:
Μάριος Κουκουνάρας – Λιάγκης, Επίκουρος καθηγητής στο Τμήμα Θεολογίας της Θεολογικής σχολής του ΕΚΠΑ (Επιβλέπων).
Κωνσταντίνος Κορναράκης, Καθηγητής στο Τμήμα Θεολογίας της Θεολογικής σχολής του ΕΚΠΑ (Μέλος της τριμελούς εξεταστικής επιτροπής).
Κλειώ Φανουράκη, Επίκουρη Καθηγήτρια στο Τμήμα Θεατρικών Σπουδών του ΕΚΠΑ (Μέλος της τριμελούς εξεταστικής επιτροπής).
Original Title:
Το «Εκπαιδευτικό Δράμα» (Drama in Education) στη διδασκαλία της Ορθόδοξης Θεολογίας στη Δευτεροβάθμια Εκπαίδευση
Translated title:
Drama in Education in the teaching of Orthodox Theology in Secondary Education
Summary:
This thesis addresses the use of Drama in Education in the teaching of Orthodox Theology in Secondary Education. The aim of this paper is to study the effectiveness of the use of Theatre in Education in the teaching of Orthodox Theology within the context of Religious Education. This particular teaching method was investigated based on the effect it has on the development of school religious knowledge, in comparison with direct instruction. This is done through the teaching of Ecclesiological dogma in the Thematic Unit “Community” which is taught in the first year of senior high school. The research questions that concerned this study were: (a) what is the degree of religiosity of the pupils that participated in the research? (b) Is there a difference in the achievement of the Expected Learning Outcomes between teaching that makes use of Theatre in Education and direct instruction in Religious Education? (c) To what extent are the pupils’ initial attitudes towards the Church reshaped by the use of Theatre in Education in teaching? And (d) to what extent is the experiential teaching method related to the pupils’ evaluation of the value of Religious Education? The research was carried out with four classes of students in their first year of senior high school, in two senior high schools in the Attica region. In each of these two schools, one of the classes was taught Religious Education through the utilization of Theatre in Education (experimental group), and the other class was taught using direct instruction (control group). Methodological triangulation was applied for the collection of the research data. This is because the research tools used were those of observation during the teaching interventions, questionnaire prior to and following the teaching interventions and semi-structured interviews with focus groups. The most significant findings from this research revealed that: (a) the teaching method is an important factor that defines the teaching process as it influences the pupils’ view of the Religious Education lesson. (b) The use of Theatre in Education activities contributes to the cultivation of a productive learning climate, through which students participate in the educational process more actively and with greater enjoyment than is the case in comparison with direct instruction. And (c) while a statistically significant difference wasn’t observed before and after the lesson in the attitudes of the students across all the classes to the Church, the students in the experimental groups achieved a higher level of expected learning outcomes, acquiring religious knowledge that is sustainable over time.
Main subject category:
Religion
Keywords:
Religious Education, Drama in Education, Theology, School Religious Knowledge, Constructivist Learning
Number of references:
208
