Cookies Policy

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

Parable Understanding in the Primary School Classroom: A Socio-Cultural Perspective on Learning to Understand Parables

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.

Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the BrillOnline platform automatically have access to the MyBook option for the title(s) acquired by the Library. Brill MyBook is a print-on-demand paperback copy which is sold at a favorably uniform low price.

Access this article

+ Tax (if applicable)
Add to Favorites
You must be logged in to use this functionality

image of Journal of Empirical Theology

In recent decades parable understanding has been widely researched in the field of pedagogy of religion, mainly conducted in a Piagetian framework. This article presents an intervention study taking a socio-cultural perspective on learning to understand parables. The aim of this research is to investigate the effects of curriculum interventions by way of both comprehensive and partial strategic learning tasks on the understanding of parables in the primary school classroom, as well as which aspects help to explain these effects.

The study involved 484 primary school students in the fifth and sixth grades. It consists of an intervention study involving a quasi-experimental design with two experimental groups and a control group.

Results reveal that the effect on the group which dealt with the partial strategic intervention is greater than that on the control group. The difference in effect between this experimental group and the control group is jointly attributable to the factors of age, gender and initial achievement level.

The study shows that innovation of learning practices is only effective if it proceeds in successive steps. The partial strategic intervention may well be an appropriate first step in the innovation of parable understanding learning practices. Students should first master a limited number of strategies, which gradually increases. This need not wait until the child reaches the age of twelve; the first steps can be taken as early as the age of nine.


Full text loading...


Data & Media loading...

Article metrics loading...



Can't access your account?
  • Tools

  • Add to Favorites
  • Printable version
  • Email this page
  • Subscribe to ToC alert
  • Get permissions
  • Recommend to your library

    You must fill out fields marked with: *

    Librarian details
    Your details
    Why are you recommending this title?
    Select reason:
    Journal of Empirical Theology — Recommend this title to your library
  • Export citations
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation