An examination of student meaning-making in the post-compulsory subject of study of religion

Abstract

Current research and anecdotal evidence has suggested that students enrolled in the QSA (Queensland Studies Authority) subject for Year 11 and Year 12, Study of Religion, as outlined in the Senior Syllabus for Study of Religion, are experiencing difficulties in meaning-making. This may be due to particular methodologies being employed to teach the subject to secondary students (Barnes, 2001; Flood, 1999; Kay, 1997). The purpose of this research was to explore the connection between student difficulty in meaning making in Study of Religion and the employment of phenomenological methodologies as a pedagogical tool for teaching Study of Religion. It was anticipated that this study would illuminate the nature of the relationship between these two variables and provide a framework for the consideration of possible changes to current methodologies being employed in the Study of Religion classroom.