Black Board Usage Cases Of Religious Culture And Moral Knowledge Teachers

Tuncay Ceylan; Eyüp Şimşek

Makale detayları

Black Board Usage Cases Of Religious Culture And Moral Knowledge Teachers

Yazarlar:

Tuncay Ceylan | Eyüp Şimşek

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 18, pp.7-26

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291126

pISSN:

2667-615X

Anahtar kelimeler:

Özet:

 The aim of this study is to determine the use of the blackboard by teachers of Islamic Culture and Ethics. For this purpose, the views and practices of the teachers regarding the use of the blackboard were examined. The study is important as it was conducted through a combination of interviews and observations and contributes to the literature on the subject. A case study design, which is one of the qualitative methods, was used in the study. The study was conducted with nine Islamic Culture and Ethics teachers selected through purposive sampling method in the center of Bitlis province and in six middle schools. A semi-structured interview form and an observation form developed by the researcher were used as data collection tools in the study. The data obtained from the interviews and observations were analyzed for content and presented in table format and interpreted. The study findings reached themes related to blackboard usage education, usage purpose, usage principles, usage self-efficacy, usage frequency, and usage problems. As a result, the teachers considered themselves sufficient in terms of blackboard usage and had not participated in any training related to blackboard usage. Teachers used the blackboard mainly to add visuality to the lesson, attract attention, provide instant additional and summary information, ensure permanence of knowledge, and activate teachers and students. Teachers frequently used the blackboard in their lessons. However, since teachers used the blackboard without paying attention to usage principles and in an unplanned manner, they encountered various problems related to classroom management such as noise, disinterest, and time loss, and could not benefit from the blackboard at a sufficient level. Nevertheless, it was observed that teachers use of the blackboard in class added visuality and liveliness to the lesson, attracted the attention and interest of the students, supported teacher explanations, facilitated lesson follow-up, provided a common working area for teachers and students, and supported other educational tools used in the lesson. It is recommended that in-service trainings based on effective use of the blackboard be provided to teachers by experts in the field.

 The aim of this study is to determine the use of the blackboard by teachers of Islamic Culture and Ethics. For this purpose, the views and practices of the teachers regarding the use of the blackboard were examined. The study is important as it was conducted through a combination of interviews and observations and contributes to the literature on the subject. A case study design, which is one of the qualitative methods, was used in the study. The study was conducted with nine Islamic Culture and Ethics teachers selected through purposive sampling method in the center of Bitlis province and in six middle schools. A semi-structured interview form and an observation form developed by the researcher were used as data collection tools in the study. The data obtained from the interviews and observations were analyzed for content and presented in table format and interpreted. The study findings reached themes related to blackboard usage education, usage purpose, usage principles, usage self-efficacy, usage frequency, and usage problems. As a result, the teachers considered themselves sufficient in terms of blackboard usage and had not participated in any training related to blackboard usage. Teachers used the blackboard mainly to add visuality to the lesson, attract attention, provide instant additional and summary information, ensure permanence of knowledge, and activate teachers and students. Teachers frequently used the blackboard in their lessons. However, since teachers used the blackboard without paying attention to usage principles and in an unplanned manner, they encountered various problems related to classroom management such as noise, disinterest, and time loss, and could not benefit from the blackboard at a sufficient level. Nevertheless, it was observed that teachers use of the blackboard in class added visuality and liveliness to the lesson, attracted the attention and interest of the students, supported teacher explanations, facilitated lesson follow-up, provided a common working area for teachers and students, and supported other educational tools used in the lesson. It is recommended that in-service trainings based on effective use of the blackboard be provided to teachers by experts in the field.

 The aim of this study is to determine the use of the blackboard by teachers of Islamic Culture and Ethics. For this purpose, the views and practices of the teachers regarding the use of the blackboard were examined. The study is important as it was conducted through a combination of interviews and observations and contributes to the literature on the subject. A case study design, which is one of the qualitative methods, was used in the study. The study was conducted with nine Islamic Culture and Ethics teachers selected through purposive sampling method in the center of Bitlis province and in six middle schools. A semi-structured interview form and an observation form developed by the researcher were used as data collection tools in the study. The data obtained from the interviews and observations were analyzed for content and presented in table format and interpreted. The study findings reached themes related to blackboard usage education, usage purpose, usage principles, usage self-efficacy, usage frequency, and usage problems. As a result, the teachers considered themselves sufficient in terms of blackboard usage and had not participated in any training related to blackboard usage. Teachers used the blackboard mainly to add visuality to the lesson, attract attention, provide instant additional and summary information, ensure permanence of knowledge, and activate teachers and students. Teachers frequently used the blackboard in their lessons. However, since teachers used the blackboard without paying attention to usage principles and in an unplanned manner, they encountered various problems related to classroom management such as noise, disinterest, and time loss, and could not benefit from the blackboard at a sufficient level. Nevertheless, it was observed that teachers use of the blackboard in class added visuality and liveliness to the lesson, attracted the attention and interest of the students, supported teacher explanations, facilitated lesson follow-up, provided a common working area for teachers and students, and supported other educational tools used in the lesson. It is recommended that in-service trainings based on effective use of the blackboard be provided to teachers by experts in the field.

 Çalışmanın amacı, Din Kültürü ve Ahlak Bilgisi öğretmenlerinin yazı tahtasını kullanım durumlarını belirlemektir. Bu amaçla öğretmenlerin yazı tahtasının kullanımıyla ilgili görüşleri ve uygulamaları incelenmiştir. Çalışma görüşme ve gözlem birlikteliğinde yapıldığından ve konuyla ilgili literatüre katkı sağlayacağından önem arz etmektedir. Çalışmada nitel yöntemlerden durum çalışması deseni kullanılmıştır. Çalışma, Bitlis il merkezinde amaçlı örneklem yöntemiyle seçilen dokuz Din Kültürü ve Ahlak Bilgisi öğretmeniyle ve altı ortaokulda yapılmıştır. Çalışmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ve gözlem formu kullanılmıştır. Görüşme ve gözlemlerden edinilen verilere içerik analizi yapılıp veriler tablo biçiminde sunulmuş ve yorumlanmıştır. Çalışma bulgularında yazı tahtası kullanım eğitimi, kullanım amacı, kullanım ilkeleri, kullanım öz-yeterliği, kullanım sıklığı ve kullanım sorunları temalarına ulaşılmıştır. Sonuç olarak öğretmenler, yazı tahtasının kullanımıyla ilgili kendilerini yeterli görmüş ve yazı tahtasının kullanımıyla ilgili herhangi bir eğitime katılmamışlardır. Öğretmenler yazı tahtasını daha çok şu amaçlarla kullanmışlardır: Derse görsellik katmak, dikkat çekmek, anlık ek ve özet bilgiler sunmak, bilgide kalıcılık sağlamak, öğretmen ve öğrencileri etkinleştirmek. Öğretmenler yazı tahtasını derslerinde sıklıkla kullanmışlardır. Fakat öğretmenler yazı tahtasını, genellikle kullanım ilkelerine dikkat etmeden ve plansızca kullandıkları için gürültü, ilgisizlik, zaman kaybı gibi sınıf yönetimiyle ilgili çeşitli sorunlarla karşılaşmış ve yazı tahtasından yeterli düzeyde yarar sağlayamamışlardır. Bununla birlikte öğretmenlerin derste yazı tahtasını kullanmaları, derse görsellik ve canlılık kattığı için öğrencilerin ilgi ve dikkatlerini çektiği, öğretmen anlatımlarını desteklediği, ders takibini kolaylaştırdığı, öğretmen ve öğrencilere ortak çalışma alanı sağladığı ve derste kullanılan diğer eğitim araçlarını desteklediği gözlemlenmiştir. Öğretmenlere yazı tahtasının etkili kullanımıyla ilgili uygulamaya dayalı hizmet içi eğitimlerin alan uzmanları tarafından verilmesi önerilmektedir.

Makale detayları

Black Board Usage Cases Of Religious Culture And Moral Knowledge Teachers

Yazarlar:

Tuncay Ceylan | Eyüp Şimşek

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 18, pp.7-26

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291126

pISSN:

2667-615X

Religious Education

Religious Culture and Ethics

Teacher

Educational Tool

Blackboard.Din Eğitimi

Din Kültürü ve Ahlak Bilgisi

Öğretmen

Eğitim Aracı

Yazı Tahtası.

Sayı

Makale detayları

Yazarlar: Tuncay Ceylan | Eyüp Şimşek

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Din Araştırmaları

Dergi: Van İlahiyat Dergisi Vol.11 Issue 18, pp.7-26

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001291126

pISSN: 2667-615X

Sayı

Yazarlar:

Tuncay Ceylan | Eyüp Şimşek

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Van İlahiyat Dergisi Vol.11 Issue 18, pp.7-26

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291126

pISSN:

2667-615X