Creating metacognitive environments in primary school RE classrooms
Journal of Beliefs and Values: studies in religion and education
Routledge: Taylor and Francis Group
Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (8 - 10 years) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles, and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.
RE-flect was funded by The Esmée Fairbairn Foundation [10-0901]
An erratum is to be included in the subsequent issue of the journal noting that the published version was not the corrected version as submitted by the authors. There were errors with some of the tables and some text.
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.
Special Issues: Contemporary Challenges for Religious and Spiritual Education ed., Vol. 2, pp. 175 - 186
Place of publication