Research and Development of Learning Processes Sensitive to Heterogeneity with the Use of Art in Religious Education. An Empirical Analysis of Adaptive Learning
Protestant Theology
Roman Catholic Theology
Final Report Abstract
In light of the increasing heterogeneity in schools, the research project "Research and Development of Heterogeneity-Sensitive Learning Processes with Art in Religious Education. An Empirical Study of Adaptive Learning (hekuru)" aims to develop and evaluate heterogeneitysensitive didactic approaches to adaptive learning that enable religious learning for all students by productively utilizing differences and reducing inequality among learners. The use of art is as attributed with having significant potential in this regard, as its sensory-aesthetic structure not only opens non-cognitive learning pathways but also accommodates various learning types, strategies, and levels. The project is divided into two subprojects: one focusing on reception-oriented approaches and the other on production-aesthetic approaches. The central research questions of the project were: 1. To what extent does learning with art in heterogeneity-sensitive religious education initiate religious learning processes for all students? 2. Which interaction and action processes between teachers and students at a deeper structural level support heterogeneity-sensitive religious education processes? 3. What subjective theories and competencies do teachers possess or need to possess in order to successfully initiate heterogeneity-sensitive religious learning processes with art? Hekuru is designed as subject-didactic developmental research with a dual objective: a) the development of concrete, empirically tested teaching and learning arrangements, and b) qualitative empirical research findings on adaptive teaching and learning processes with art in religious education. Thematically, the research project explored Christian interpretations of suffering, death, and resurrection, encouraging students’ biographical and existential engagement with these topics. Our research design was based on qualitative analyses of classroom videos, student and teacher interviews, voice message, and written student work. The findings demonstrate that art initiates diverse learning processes but requires targeted support from teachers. Approaches that balanced openness and learning structures were particularly successful. Challenges arose from unconscious differentiation attributions and rigid teaching structures. Extracurricular learning environments fostered creative processes and more equitable interactions between teachers and students. The project developed empirically supported impulses for heterogeneity-sensitive learning, such as the use of contemporary artworks and creative methods. Given the complexity of het-erogeneity-sensitive educational processes, the findings highlight that no universal teaching design is suitable for all learning groups, emphasizing the need for reflective and adaptive didactics in religious education.
Publications
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Art as a Medium in Heterogeneous Learning Groups: First Findings of an Empirical Study. Religions, 14(1), 17.
Gärtner, Claudia; Konz, Britta & Hans, Anna
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Kunst im Religionsunterricht – Empirische Erkundungen heterogenitätssensibler Lernprozesse. Religionswissenschaft. transcript Verlag.
Gärtner, Claudia & Konz, Britta
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Heterogenes Lernen mit Kunst im Religionsunterricht – Chancen und Hürden, in: Miller, Monika/Plaum, Goda (Hg.), Bilddidaktik. Lehren und Lernen von und mit Bildern, wbv. Bielefeld, 95-109
Gärtner, Claudia & Konz, Britta
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Heterogenitätssensibles Lernen mit Kunst im Religionsunterricht (= 3 Theorie-Praxisbeiträge im Thementeil „denkraum“), in: Katechetische Blätter (3)2025
Gärtner, Claudia; Konz, Britta & Lerke, Stefanie
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Umgang mit Heterogenität im Religionsunterricht: Einstellungen von Religionslehrkräften und ihre Bedeutung für heterogenitätssensible religiöse Lernprozesse mit Kunst. Religionspädagogische Beiträge, 1-14.
Gärtner, Claudia & Sieveke, Annalena
