Journal article
Argument in religious studies at GCSE: a collaborative developmental research project
- Abstract:
- This paper describes a developmental research project that started from the desire amongst several religious education teachers across different schools to work collaboratively to improve their teaching of argumentation. It specifically focuses on GCSE religious studies examinations in England. We were particularly interested in how students express their own arguments in written examination essays, which have specific requirements. The intention was to think more deeply about what is meant by argument without resorting to pure philosophy, and thereby develop our pedagogy in teaching these skills through deeper reflection, learning and experiment in the classroom, as well as sharing our experience. Working with a researcher, we adopted a particular theory of argumentation, from Toulmin, and then heuristically developed techniques to refine our practice. Through collaborative self-study with a researcher, we draw on qualitative data to consider both what strategies were developed and how our collaboration supported our professional development. The strategies for teaching argumentation were through simplification and the use of metaphor. Collaboration was through inter-school support in developing and trying out new techniques. Significantly, we found that argumentation could be developed without explicitly teaching philosophy.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 2.4MB, Terms of use)
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- Publisher copy:
- 10.1080/13617672.2024.2372904
Authors
- Publisher:
- Taylor and Francis
- Journal:
- Journal of Beliefs and Values More from this journal
- Pages:
- 1-20
- Publication date:
- 2024-07-23
- Acceptance date:
- 2024-06-19
- DOI:
- EISSN:
-
1469-9362
- ISSN:
-
1361-7672
- Language:
-
English
- Keywords:
- Pubs id:
-
2021142
- Local pid:
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pubs:2021142
- Deposit date:
-
2024-08-16
Terms of use
- Copyright holder:
- Hunting et al
- Copyright date:
- 2024
- Rights statement:
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this articlehas been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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