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The Relevance of Prior Content Knowledge Regarding Bioethical Dilemmas: Religious Education in Dialogue with Empirical Studies of Educational Psychology

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In religious education classes bioethical topics are part of the curriculum. Research on religious education mostly reflects on bioethical topics theoretically. From the perspective of educational psychology, this article concentrates on one of the most important prerequisites for learning — prior knowledge. It combines prior knowledge with learning through argumentation and considers its relevance for learning bioethical topics. Finally an overview over four studies on prior knowledge in bioethical discussions is presented and the results discussed.

Affiliations: 1: Carl von Ossietzky University OldenburgGermany hiemke.schmidt@uni-oldenburg.de ; 2: Carl von Ossietzky University OldenburgGermany dietmar.grube@uni-oldenburg.de ; 3: University of ViennaAustria martin.rothgangel@univie.ac.at

10.1163/15709256-12341350
/content/journals/10.1163/15709256-12341350
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2017-06-23
2018-10-21

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