Investigation of Religious Education Teacher Candidates' Cognitive Flexibility Levels and Critical Thinking Tendencies

Zeynep Demirtaş; Mithat Takunyacı; Rüştü Yeşil

Makale detayları

Investigation of Religious Education Teacher Candidates' Cognitive Flexibility Levels and Critical Thinking Tendencies

Yazarlar:

Zeynep Demirtaş | Mithat Takunyacı | Rüştü Yeşil

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.723-744

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304119

pISSN:

2757-6949

Anahtar kelimeler:

Özet:

 Religious education aims to help individuals acquire the right knowledge, attitudes, and behaviors about religion, morality, and values. In addition, individuals are expected to develop a critical and flexible thinking style on correct knowledge under the guidance of teachers in religious education. Because Islam, which is the subject of religious education, attaches great importance to the development and use of reason. In Islam, knowledge obtained through research, thinking, and discussion is considered to be more valuable than knowledge obtained only through senses andor traditional transmission. Religious education is effective in the process of individuals making sense of their own existence, values, the world they live in, life, death, and beyond. At the same time, individuals acquire moral values and virtues that will guide their lives. In this process, individuals thinking skills should be developed, and their questioning should be encouraged in religious education. Because it is desired for individuals to have a faith personally researched and chosen through knowledge, consciousness, thinking, and questioning rather than a blind one. The role of Religious Culture and Moral Knowledge RCMK teachers and Imam Hatip schools at the secondary and high school level vocational courses teachers are important in the process of providing students with these characteristics targeted by religious education. A qualified religious education teacher should have the cognitive flexibility to solve the problems encountered in the learning-teaching process and to produce different solutions to different problems. Additionally, religious education teachers are expected to guide students in the acquisition of all these skills by creating learning environments that provide opportunities for research, discovery, problem-solving, sharing, and discussing different solutions and approaches for students active participation in the learning process. It is thought that it is important for teachers to have cognitive flexibility CF and critical thinking CT skills as well as knowledge, skills, and competencies related to religious education and teaching. This study aims to examine the relationship between the religious education teacher candidates CF levels and CT dispositions. In addition, CF and CT dispositions levels of religious education teacher candidates and whether these levels differ according to various demographic characteristics are examined. The sample group of the research, which was conducted with a descriptive survey method, included 373 teacher candidates studying in the Faculty of Theology and in the Theology Field of Pedagogical Formation Education Certificate Program. In the study, data were obtained by applying Cognitive Flexibility Levels and Critical Thinking Dispositions Scales to the prospective teachers in the field of theology. Parametric analyses were used to analyze the data. According to the results of the study, it is determined that the religious education teacher candidates CF levels are at a medium level, and their CT dispositions are at a high level. It is also seen that there is a positive and highly significant relationship between the religious education teachers candidates CF levels and CT dispositions. In the study, it is determined that the CF levels and CT dispositions of religious education teacher candidates do not differ according to gender, socioeconomic status, and the type of high school graduated from. However, it is found that there is a significant difference in the levels of CT dispositions, critical engagement dimension, and CF according to the age of the prospective religious education teachers. Activities involving practices that include both cognitive flexibility and critical thinking can be organized for prospective religious education teachers during the education-training process in the Faculty of Theology and The Pedagogical Formation Education Certificate Program. It can be suggested that more attention should be paid to the use of methods and techniques such as problem-solving, discussion, case studies, etc., in teaching vocational knowledge courses in order to support prospective religious education teachers preparing for RCMK and Imam Hatip Schools at secondary and high school level vocational courses to take an active role in providing thinking skills to their students in these courses. In addition, it may be recommended to conduct similar studies on the relationship between CF and CT dispositions on the sample groups of both students studying at Imam Hatip Schools at the secondary and high school level and the Faculty of Theology and teachers or expert lecturers.

 Din eğitimi, bireylerin din, ahlak ve değerlerle ilgili doğru bilgi, tutum ve davranışları kazanmalarını amaçlar. Ayrıca din eğitiminde öğretmenlerin rehberliğinde bireylerin doğru bilgi üzerinde eleştirel ve esnek bir düşünme tarzı geliştirmeleri beklenir. Çünkü din eğitiminin konusu olan İslam, aklın geliştirilmesine ve kullanılmasına büyük önem verir. İslamda araştırma, düşünme ve tartışma yoluyla elde edilen bilginin, sadece duyum veveya geleneksel aktarım yoluyla elde edilen bilgiden daha değerli olduğu kabul edilir. Din eğitimi, bireylerin kendi varlıklarını, değerlerini, içinde yaşadıkları dünyayı, hayatı, ölümü ve ötesini anlamlandırma sürecinde etkilidir. Aynı zamanda bireyler yaşamlarına yön verecek ahlaki değerler ve erdemler kazanırlar. Bu süreçte din eğitiminde özellikle bireylerin düşünme becerileri geliştirilmeli ve sorgulama yapmaları teşvik edilmelidir. Çünkü bireylerin körü körüne iman sahibi olmalarından ziyade bilgiyle, bilinçle, düşünmeyle ve sorgulamayla kendi tercihleri ile ulaştıkları bir imana sahip olmaları istenmektedir. Din eğitiminin hedeflediği bu özelliklerin öğrencilere kazandırılması sürecinde Din Kültürü ve Ahlak Bilgisi DKAB öğretmenlerinin ve ortaokul-lise düzeyindeki İmam Hatip Okulları meslek dersleri öğretmenlerinin rolü önemlidir. Nitelikli bir din öğretimi öğretmeni, öğrenme-öğretme sürecinde karşılaştığı sorunları çözebilmek ve farklı sorunlara farklı çözümler üretebilmek için bilişsel esnekliğe sahip olmalıdır. Ayrıca din öğretimi öğretmenlerinden, öğrencilerin öğrenme sürecine aktif katılımları için araştırma, keşfetme, problem çözme, farklı çözüm ve yaklaşımları paylaşma ve tartışma fırsatlarının sağlandığı öğrenme ortamları oluşturarak tüm bu becerilerin kazanılmasında öğrencilere rehberlik etmesi beklenmektedir. Öğretmenlerin din eğitimi ve öğretimi ile ilgili bilgi, beceri ve yeterliklerin yanı sıra bilişsel esneklik BE ve eleştirel düşünme ED becerilerine sahip olmalarının önemli olduğu düşünülmektedir. Bu araştırmada din öğretimi öğretmen adaylarının BE düzeyleri ile ED eğilimleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Ayrıca araştırmada din öğretimi öğretmen adaylarının BE ve ED eğilimlerinin ne düzeyde olduğu belirlenmiş ve bazı demografik özelliklere göre bu düzeylerin farklılık gösterip göstermediği incelenmiştir. Betimsel tarama yöntemi ile gerçekleştirilen araştırmanın örneklem grubunda İlahiyat Fakültesinde ve Pedagojik Formasyon Eğitimi Sertifika Programının İlahiyat Alanında öğrenim gören 373 öğretmen adayı yer almıştır. Araştırmada din öğretimi öğretmen adaylarına Bilişsel Esneklik Düzeyleri ve Eleştirel Düşünme Eğilimleri ölçekleri uygulanarak veriler elde edilmiştir. Verilerin analizinde parametrik analizler kullanılmıştır. Araştırma sonuçlarına göre din öğretimi öğretmen adaylarının BE düzeylerinin orta düzeyde ve ED eğilimlerinin yüksek düzeyde olduğu belirlenmiştir. Bu araştırmanın diğer bir sonucuna göre din öğretimi öğretmen adaylarının BE düzeyleri ile ED eğilimleri arasında pozitif yönde ve yüksek düzeyde anlamlı bir ilişki olduğu tespit edilmiştir. Araştırmada öğretmen adaylarının BE düzeyleri ve ED eğilimlerinin cinsiyet, sosyo-ekonomik durum ve mezun olunan lise türüne göre farklılaşmadığı tespit edilmiştir. Ancak din öğretimi öğretmen adaylarının yaşlarına göre ED eğilimleri, eleştirel katılım boyutu ve BE düzeylerinde anlamlı bir farklılık olduğu tespit edilmiştir. Bu araştırma sonuçlarına göre din öğretimi öğretmen adaylarına, ilahiyat fakültesinde ve pedagojik formasyon eğitimi sertifika programındaki eğitim-öğretim sürecinde hem bilişsel esneklik hem de eleştirel düşünme özelliklerini kapsayan uygulamaların yer aldığı etkinlikler düzenlenebilir. Özellikle DKAB ve ortaokul-lise düzeyindeki İmam Hatip Okulları meslek dersleri öğretmenliğine hazırlanan din öğretimi öğretmen adaylarının bu derslerde öğrencilerine düşünme becerilerini kazandırmada etkin rol almalarını desteklemek için öğretmenlik meslek bilgisi derslerinde problem çözme, tartışma, örnek olay vb. yöntem ve tekniklerinin daha fazla kullanılmasına özen gösterilmesi önerilebilir. Bununla birlikte BE ve ED eğilimleri arasındaki ilişkiler hem ortaokul-lise düzeyindeki İmam Hatip Okulları ve İlahiyat Fakültesinde öğrenim gören öğrenciler hem de öğretmen ya da uzman öğretim elemanı örneklem grupları üzerinde benzer içerikli araştırmaların yapılması önerilebilir.

 Religious education aims to help individuals acquire the right knowledge, attitudes, and behaviors about religion, morality, and values. In addition, individuals are expected to develop a critical and flexible thinking style on correct knowledge under the guidance of teachers in religious education. Because Islam, which is the subject of religious education, attaches great importance to the development and use of reason. In Islam, knowledge obtained through research, thinking, and discussion is considered to be more valuable than knowledge obtained only through senses andor traditional transmission. Religious education is effective in the process of individuals making sense of their own existence, values, the world they live in, life, death, and beyond. At the same time, individuals acquire moral values and virtues that will guide their lives. In this process, individuals thinking skills should be developed, and their questioning should be encouraged in religious education. Because it is desired for individuals to have a faith personally researched and chosen through knowledge, consciousness, thinking, and questioning rather than a blind one. The role of Religious Culture and Moral Knowledge RCMK teachers and Imam Hatip schools at the secondary and high school level vocational courses teachers are important in the process of providing students with these characteristics targeted by religious education. A qualified religious education teacher should have the cognitive flexibility to solve the problems encountered in the learning-teaching process and to produce different solutions to different problems. Additionally, religious education teachers are expected to guide students in the acquisition of all these skills by creating learning environments that provide opportunities for research, discovery, problem-solving, sharing, and discussing different solutions and approaches for students active participation in the learning process. It is thought that it is important for teachers to have cognitive flexibility CF and critical thinking CT skills as well as knowledge, skills, and competencies related to religious education and teaching. This study aims to examine the relationship between the religious education teacher candidates CF levels and CT dispositions. In addition, CF and CT dispositions levels of religious education teacher candidates and whether these levels differ according to various demographic characteristics are examined. The sample group of the research, which was conducted with a descriptive survey method, included 373 teacher candidates studying in the Faculty of Theology and in the Theology Field of Pedagogical Formation Education Certificate Program. In the study, data were obtained by applying Cognitive Flexibility Levels and Critical Thinking Dispositions Scales to the prospective teachers in the field of theology. Parametric analyses were used to analyze the data. According to the results of the study, it is determined that the religious education teacher candidates CF levels are at a medium level, and their CT dispositions are at a high level. It is also seen that there is a positive and highly significant relationship between the religious education teachers candidates CF levels and CT dispositions. In the study, it is determined that the CF levels and CT dispositions of religious education teacher candidates do not differ according to gender, socioeconomic status, and the type of high school graduated from. However, it is found that there is a significant difference in the levels of CT dispositions, critical engagement dimension, and CF according to the age of the prospective religious education teachers. Activities involving practices that include both cognitive flexibility and critical thinking can be organized for prospective religious education teachers during the education-training process in the Faculty of Theology and The Pedagogical Formation Education Certificate Program. It can be suggested that more attention should be paid to the use of methods and techniques such as problem-solving, discussion, case studies, etc., in teaching vocational knowledge courses in order to support prospective religious education teachers preparing for RCMK and Imam Hatip Schools at secondary and high school level vocational courses to take an active role in providing thinking skills to their students in these courses. In addition, it may be recommended to conduct similar studies on the relationship between CF and CT dispositions on the sample groups of both students studying at Imam Hatip Schools at the secondary and high school level and the Faculty of Theology and teachers or expert lecturers.

 Religious education aims to help individuals acquire the right knowledge, attitudes, and behaviors about religion, morality, and values. In addition, individuals are expected to develop a critical and flexible thinking style on correct knowledge under the guidance of teachers in religious education. Because Islam, which is the subject of religious education, attaches great importance to the development and use of reason. In Islam, knowledge obtained through research, thinking, and discussion is considered to be more valuable than knowledge obtained only through senses andor traditional transmission. Religious education is effective in the process of individuals making sense of their own existence, values, the world they live in, life, death, and beyond. At the same time, individuals acquire moral values and virtues that will guide their lives. In this process, individuals thinking skills should be developed, and their questioning should be encouraged in religious education. Because it is desired for individuals to have a faith personally researched and chosen through knowledge, consciousness, thinking, and questioning rather than a blind one. The role of Religious Culture and Moral Knowledge RCMK teachers and Imam Hatip schools at the secondary and high school level vocational courses teachers are important in the process of providing students with these characteristics targeted by religious education. A qualified religious education teacher should have the cognitive flexibility to solve the problems encountered in the learning-teaching process and to produce different solutions to different problems. Additionally, religious education teachers are expected to guide students in the acquisition of all these skills by creating learning environments that provide opportunities for research, discovery, problem-solving, sharing, and discussing different solutions and approaches for students active participation in the learning process. It is thought that it is important for teachers to have cognitive flexibility CF and critical thinking CT skills as well as knowledge, skills, and competencies related to religious education and teaching. This study aims to examine the relationship between the religious education teacher candidates CF levels and CT dispositions. In addition, CF and CT dispositions levels of religious education teacher candidates and whether these levels differ according to various demographic characteristics are examined. The sample group of the research, which was conducted with a descriptive survey method, included 373 teacher candidates studying in the Faculty of Theology and in the Theology Field of Pedagogical Formation Education Certificate Program. In the study, data were obtained by applying Cognitive Flexibility Levels and Critical Thinking Dispositions Scales to the prospective teachers in the field of theology. Parametric analyses were used to analyze the data. According to the results of the study, it is determined that the religious education teacher candidates CF levels are at a medium level, and their CT dispositions are at a high level. It is also seen that there is a positive and highly significant relationship between the religious education teachers candidates CF levels and CT dispositions. In the study, it is determined that the CF levels and CT dispositions of religious education teacher candidates do not differ according to gender, socioeconomic status, and the type of high school graduated from. However, it is found that there is a significant difference in the levels of CT dispositions, critical engagement dimension, and CF according to the age of the prospective religious education teachers. Activities involving practices that include both cognitive flexibility and critical thinking can be organized for prospective religious education teachers during the education-training process in the Faculty of Theology and The Pedagogical Formation Education Certificate Program. It can be suggested that more attention should be paid to the use of methods and techniques such as problem-solving, discussion, case studies, etc., in teaching vocational knowledge courses in order to support prospective religious education teachers preparing for RCMK and Imam Hatip Schools at secondary and high school level vocational courses to take an active role in providing thinking skills to their students in these courses. In addition, it may be recommended to conduct similar studies on the relationship between CF and CT dispositions on the sample groups of both students studying at Imam Hatip Schools at the secondary and high school level and the Faculty of Theology and teachers or expert lecturers.

Makale detayları

Investigation of Religious Education Teacher Candidates' Cognitive Flexibility Levels and Critical Thinking Tendencies

Yazarlar:

Zeynep Demirtaş | Mithat Takunyacı | Rüştü Yeşil

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.723-744

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304119

pISSN:

2757-6949

Religious Education

Religious Education

Thinking Skills

Cognitive Flexibility

Critical Thinking.Din Eğitimi

Din Öğretimi

Düşünme Becerileri

Bilişsel Esneklik

Eleştirel Düşünme.

Sayı

Makale detayları

Yazarlar: Zeynep Demirtaş | Mithat Takunyacı | Rüştü Yeşil

Yayıncı: Hitit University

Ana Başlıklar: Din Eğitimi

Dergi: Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.723-744

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001304119

pISSN: 2757-6949

Sayı

Yazarlar:

Zeynep Demirtaş | Mithat Takunyacı | Rüştü Yeşil

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.723-744

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304119

pISSN:

2757-6949