Selecting and Organizing Christian Religious Education Learning Activities: Recontextualizing the Murray Print Framework for Elementary Education
DOI:
https://doi.org/10.59890/ijasr.v4i10.6Keywords:
Murray Print, Learning Activities, CRE Curriculum, Strategy Selection, Elementary EducationAbstract
Learning activities connect curriculum components such as objectives, content, and assessment (Pepin, 2021). Variation in methods alone does not guarantee meaningful learning (Gleßmer et al., 2024). This article examines Chapter 8, "Learning Activities," in Murray Print's Curriculum Development and Design and shows how its ideas can guide Christian Religious Education curriculum development in elementary education. The authors review Print's work and related research on curriculum development, learning experiences, and Christian Religious Education teaching, then examine its key ideas. The authors use this analysis to present three stages: Filter, Assemble, and Reflect. The authors set out four selection criteria as the authors' formulation, derived from the screening approach to learning activities in Chapter 8 of Print: alignment with learning objectives, student readiness, availability of resources, and implementation constraints. The Assemble stage uses Tyler's principles of continuity, sequence, and integration (Mesra & Salem, 2023). The Reflect stage adds a step: it links activities to understanding and asks how students apply Christian values. This framework is still conceptual and needs further testing.
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