Content Evaluation of Faith-Related Units in Secondary School Religious Culture and Moral Knowledge Textbooks

Safinaz Asri; İbrahim Kaplan

Makale detayları

Content Evaluation of Faith-Related Units in Secondary School Religious Culture and Moral Knowledge Textbooks

Yazarlar:

Safinaz Asri | İbrahim Kaplan

Yayıncı:

Hitit University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.803-833

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304121

pISSN:

2757-6949

Anahtar kelimeler:

Özet:

 Textbooks stand out as materials that fulfill the objectives of the subject area and curriculum goals in education and religious education. However, the fact that textbooks can provide the desired effect in education makes it necessary for them to carry some qualifications. The content is one of the three essential variables of written materials, together with readability and design. It has the power to present educational objectives and outcomes concretely and in a systematic and efficient manner, making it a distinct and crucial aspect of textbooks. Its effects on the material make the content significant in textbooks. As a basis for other fields and that it is one of the main problems related to religion for individuals or societies, faith issues hold a distinct position in the instruction of religious culture and moral knowledge and curriculum. This and other unique features of the field of faith must be taken more into account the issues related to field knowledge and field education. This includes acting from basic sources when teaching the subject, arranging the suitable content for the target audience, and correctly transferring abstract meanings to the concrete learning and teaching environment. This study selected faith-related units from secondary school textbooks on religious culture and moral knowledge as samples exemplars. The chosen units were specifically selected based on the developmental stage of the target audience, where learning about faith issues crystallizes and takes shape. The content was analyzed within this context to confirm adherence to scientific principles and curriculum standards. This study was planned as qualitative research. The studys qualitative data was gathered using the content analysis method and the textbook content evaluation tool prepared for this purpose. The acquired data were evaluated using a suitability scale, which compared the highest total score that can be obtained from the textbook content evaluation tool items with the total score obtained and organized based on the skill rate between 0 and 10. At the end of the study, the assessments showed that all the textbooks examined in the sample of faith-based units had high overall scores for content features, with suitability levels rated as quite adequate. However, the positive outcomes did not persist in the assessments relating to the items. It was concluded that the competence outlined in the curriculum had not been attained whilst meeting the objectives, accomplishments, and criteria for creating instructional materials. Regarding the main problem of the study, this issue revealed that the alignment between the curriculum and the textbooks could not be achieved at the desired level in secondary school religious culture and moral knowledge textbooks, specifically in the sample of faith units. The same situation has been experienced in complying with scientific principles. Although the desired characteristics are generally present, ensuring logical consistency in sentences, paragraphs, titles and units within texts has emerged as a recurring challenge in all of the textbooks. Sufficient verses and hadith translations related to the subjects were incorporated. In the same manner, it was noted that students were not sufficiently encouraged to engage in critical thinking and research. The study has found that in order to maintain the positive developments noted in textbooks in recent years and to enable them to achieve the desired qualities as a material at the utmost level, collaborative research by subject specialists and educationalists is essential for supporting content creation and editing efforts. Comparisons of the relevant units within textbooks between classes and between books have revealed the importance of addressing abstract and controversial topics like belief in angels and the afterlife, and the belief in destiny, through interdisciplinary studies in a more concrete manner. The finding that the assessed content of the textbook unit is mostly proficient and possesses the desired attributes, despite some problematic areas, leads to the conclusion that teachers who convey this content in the learning-teaching process and advice on the use of textbooks as materials should be evaluated with regard to their subject-specific competencies. Teachers and their competencies have suggested that it is a necessary to discuss the pre-service training programs that are designed to train the relevant personnel are trained in religious education thus higher religious educational institutions. Then, the focus should be on in-service educational studies that provide teachers with the effective strategies of learning by understanding the process of program development processes and textbooks that are part of it.

 Ders kitapları, sahip oldukları özelliklerle genelde eğitimde, özelde din eğitiminde konu alanı ve öğretim programının amaçlarını ayrıntılı gerçekleştiren materyaller olarak öne çıkmaktadır. Fakat ders kitaplarının eğitimde istenilen etkililiği sağlayabilmeleri, bazı nitelikleri taşımalarını gerekli kılmaktadır. Bunlar arasında yazılı materyallerin okunabilirlik ve tasarımla birlikte üç temel değişkeninden olan içerik, amaç ve kazanımların eğitsel yapılarını somut olarak ortaya koymaları, işlenişi düzenli ve hızlı sunmaları nedeniyle diğer ders kitabı özellikleri arasında ayrı bir yere sahiptir. Materyale etkileri ders kitaplarında içeriği önemli kılmaktadır. Diğer alanlara temel teşkil etmesi, bireyler ya da toplumların dinle ilgili temel problemlerinin başında gelmesi de inanç konularını din kültürü ve ahlak bilgisi öğretimi ile öğretim programlarında farklı bir konuma taşımaktadır. Bu ve inanç alanının kendine has diğer özellikleri, öğretime konu edilirken temel kaynaklardan hareket etme, hedef kitleye uygun içeriği düzenleme, soyut anlamları doğru şekilde somut öğrenme öğretme ortamına aktarma gibi alan bilgisi ve alan eğitimi ile ilgili hususların daha çok dikkate alınmasını gerekli kılmaktadır. Belirtilenler ve hedef kitlenin inanç konularındaki öğrenmelerinin kararlı hale gelerek şekillenmeye başladığı gelişim döneminde bulunmaları dikkate alınarak ortaokul din kültürü ve ahlak bilgisi ders kitaplarının inançla ilgili üniteleri çalışmaya örneklem olarak seçilmiş, bu üniteler bağlamında içerik özelliklerinin bilimsel ilkelere ve öğretim programına uygunluk düzeyi incelenmiştir. Nitel araştırma olarak planlanan çalışmanın verileri, içerik analizi yöntemi ve bu amaçla hazırlanan ders kitabı içerik değerlendirme aracı yardımıyla elde edilmiştir. Ulaşılan veriler, ders kitabı içerik değerlendirme aracı maddelerinden alabilecek en yüksek toplam puan ile alınan toplam puanın karşılaştırıldığı ve 0-10 arası yeterlik oranı esas alınarak düzenlenen uygunluk ölçeği ile değerlendirilmiştir. Çalışma sonunda, incelenen tüm ders kitaplarının inançla ilgili üniteler örnekleminde içerik özellikleri itibariyle değerlendirme aracından aldıkları toplam puanların yüksek ve uygunluk derecelerinin de oldukça uygun düzeyinde olduğu görülmüştür. Ancak maddeler bazındaki değerlendirmelerde aynı olumlu sonuçlar devam etmemiş, amaç ve kazanımlar ile ders kitabı hazırlama ilkelerine riayet konusunda öğretim programında belirtilen yeterliğe ulaşılamadığı tespit edilmiştir. Bu, çalışmanın temel problemiyle ilgili olarak ortaokul din kültürü ve ahlak bilgisi ders kitaplarında, inanç üniteleri örnekleminde, öğretim programı ders kitabı uyumunun istenilen düzeyde gerçekleştirilemediğini ortaya koymuştur. Aynı durum bilimsel ilkelere riayet etmede de yaşanmıştır. Genel olarak istenilen özellikleri taşımakla birlikte metinlerde cümle, paragraf, başlık ve ünite bağlamında mantıki tutarlığı sağlama, tüm ders kitaplarında ortak sorun olarak belirlenmiştir. Benzer şekilde konularla ilgili yeter sayıda ayet hadis mealine yer verilerken öğrenciyi bunlar üzerinde düşünme ve araştırmaya yönlendirmede eksiklilerin bulunduğu görülmüştür. Sonuçlar, ders kitaplarında son yıllarda görülen olumlu değişimin devam ettirilebilmesi ve bir materyal olarak istenen nitelikleri en üst düzeyde gerçekleştirebilmeleri için içerik oluşturma ve düzenleme çalışmalarının alan uzmanı ve alan eğitimcilerinin birlikte gerçekleştireceği farklı araştırmalarla desteklenmesi gerektiği kanaatine götürmüştür. Nitekim problemler çerçevesinde ilgili ünitelerin içerik özelliklerinde sınıf ve kitaplar bazında yapılan karşılaştırmalar, melek ve ahiret inancı ile kader inancı başta olmak üzere soyut ve ilahiyat alanında tartışmalı konuların somut olarak işlenişe konu edilmelerinin mutlaka disiplinler arası çalışmalarla gerçekleştirilmesinin gereklilik arz ettiğini ortaya koymuştur. Ayrıca incelenen ders kitabı ünite içeriklerinin bazı maddelerdeki sorunlara rağmen oldukça uygun yeterlik düzeyinde bulunduklarının ve istenilen özellikleri büyük ölçüde taşıdıklarının belirlenmesi, bu içerikleri öğrenme öğretme sürecine aktaran ve ders kitaplarının materyal olarak kullanımına rehberlik eden öğretmenler ile onların yeterliklerinin konu bağlamında ele alınması gerektiği sonucuna ulaştırmıştır. Öğretmen ve yeterlikleri de öncelikle din öğretiminde ilgili personelin yetiştirildiği hizmet öncesi programlarını dolayısıyla yüksek din öğretimi kurumlarını ve sonra program geliştirme süreçleri ile onun bir parçası ders kitaplarını anlayarak öğrenme öğretmede etkin kullanımda öğretmenlere rehberlik eden hizmet içi eğitim çalışmalarını tartışmaya açmanın ihtiyaç olduğunu düşündürmüştür.

 Textbooks stand out as materials that fulfill the objectives of the subject area and curriculum goals in education and religious education. However, the fact that textbooks can provide the desired effect in education makes it necessary for them to carry some qualifications. The content is one of the three essential variables of written materials, together with readability and design. It has the power to present educational objectives and outcomes concretely and in a systematic and efficient manner, making it a distinct and crucial aspect of textbooks. Its effects on the material make the content significant in textbooks. As a basis for other fields and that it is one of the main problems related to religion for individuals or societies, faith issues hold a distinct position in the instruction of religious culture and moral knowledge and curriculum. This and other unique features of the field of faith must be taken more into account the issues related to field knowledge and field education. This includes acting from basic sources when teaching the subject, arranging the suitable content for the target audience, and correctly transferring abstract meanings to the concrete learning and teaching environment. This study selected faith-related units from secondary school textbooks on religious culture and moral knowledge as samples exemplars. The chosen units were specifically selected based on the developmental stage of the target audience, where learning about faith issues crystallizes and takes shape. The content was analyzed within this context to confirm adherence to scientific principles and curriculum standards. This study was planned as qualitative research. The studys qualitative data was gathered using the content analysis method and the textbook content evaluation tool prepared for this purpose. The acquired data were evaluated using a suitability scale, which compared the highest total score that can be obtained from the textbook content evaluation tool items with the total score obtained and organized based on the skill rate between 0 and 10. At the end of the study, the assessments showed that all the textbooks examined in the sample of faith-based units had high overall scores for content features, with suitability levels rated as quite adequate. However, the positive outcomes did not persist in the assessments relating to the items. It was concluded that the competence outlined in the curriculum had not been attained whilst meeting the objectives, accomplishments, and criteria for creating instructional materials. Regarding the main problem of the study, this issue revealed that the alignment between the curriculum and the textbooks could not be achieved at the desired level in secondary school religious culture and moral knowledge textbooks, specifically in the sample of faith units. The same situation has been experienced in complying with scientific principles. Although the desired characteristics are generally present, ensuring logical consistency in sentences, paragraphs, titles and units within texts has emerged as a recurring challenge in all of the textbooks. Sufficient verses and hadith translations related to the subjects were incorporated. In the same manner, it was noted that students were not sufficiently encouraged to engage in critical thinking and research. The study has found that in order to maintain the positive developments noted in textbooks in recent years and to enable them to achieve the desired qualities as a material at the utmost level, collaborative research by subject specialists and educationalists is essential for supporting content creation and editing efforts. Comparisons of the relevant units within textbooks between classes and between books have revealed the importance of addressing abstract and controversial topics like belief in angels and the afterlife, and the belief in destiny, through interdisciplinary studies in a more concrete manner. The finding that the assessed content of the textbook unit is mostly proficient and possesses the desired attributes, despite some problematic areas, leads to the conclusion that teachers who convey this content in the learning-teaching process and advice on the use of textbooks as materials should be evaluated with regard to their subject-specific competencies. Teachers and their competencies have suggested that it is a necessary to discuss the pre-service training programs that are designed to train the relevant personnel are trained in religious education thus higher religious educational institutions. Then, the focus should be on in-service educational studies that provide teachers with the effective strategies of learning by understanding the process of program development processes and textbooks that are part of it.

 Textbooks stand out as materials that fulfill the objectives of the subject area and curriculum goals in education and religious education. However, the fact that textbooks can provide the desired effect in education makes it necessary for them to carry some qualifications. The content is one of the three essential variables of written materials, together with readability and design. It has the power to present educational objectives and outcomes concretely and in a systematic and efficient manner, making it a distinct and crucial aspect of textbooks. Its effects on the material make the content significant in textbooks. As a basis for other fields and that it is one of the main problems related to religion for individuals or societies, faith issues hold a distinct position in the instruction of religious culture and moral knowledge and curriculum. This and other unique features of the field of faith must be taken more into account the issues related to field knowledge and field education. This includes acting from basic sources when teaching the subject, arranging the suitable content for the target audience, and correctly transferring abstract meanings to the concrete learning and teaching environment. This study selected faith-related units from secondary school textbooks on religious culture and moral knowledge as samples exemplars. The chosen units were specifically selected based on the developmental stage of the target audience, where learning about faith issues crystallizes and takes shape. The content was analyzed within this context to confirm adherence to scientific principles and curriculum standards. This study was planned as qualitative research. The studys qualitative data was gathered using the content analysis method and the textbook content evaluation tool prepared for this purpose. The acquired data were evaluated using a suitability scale, which compared the highest total score that can be obtained from the textbook content evaluation tool items with the total score obtained and organized based on the skill rate between 0 and 10. At the end of the study, the assessments showed that all the textbooks examined in the sample of faith-based units had high overall scores for content features, with suitability levels rated as quite adequate. However, the positive outcomes did not persist in the assessments relating to the items. It was concluded that the competence outlined in the curriculum had not been attained whilst meeting the objectives, accomplishments, and criteria for creating instructional materials. Regarding the main problem of the study, this issue revealed that the alignment between the curriculum and the textbooks could not be achieved at the desired level in secondary school religious culture and moral knowledge textbooks, specifically in the sample of faith units. The same situation has been experienced in complying with scientific principles. Although the desired characteristics are generally present, ensuring logical consistency in sentences, paragraphs, titles and units within texts has emerged as a recurring challenge in all of the textbooks. Sufficient verses and hadith translations related to the subjects were incorporated. In the same manner, it was noted that students were not sufficiently encouraged to engage in critical thinking and research. The study has found that in order to maintain the positive developments noted in textbooks in recent years and to enable them to achieve the desired qualities as a material at the utmost level, collaborative research by subject specialists and educationalists is essential for supporting content creation and editing efforts. Comparisons of the relevant units within textbooks between classes and between books have revealed the importance of addressing abstract and controversial topics like belief in angels and the afterlife, and the belief in destiny, through interdisciplinary studies in a more concrete manner. The finding that the assessed content of the textbook unit is mostly proficient and possesses the desired attributes, despite some problematic areas, leads to the conclusion that teachers who convey this content in the learning-teaching process and advice on the use of textbooks as materials should be evaluated with regard to their subject-specific competencies. Teachers and their competencies have suggested that it is a necessary to discuss the pre-service training programs that are designed to train the relevant personnel are trained in religious education thus higher religious educational institutions. Then, the focus should be on in-service educational studies that provide teachers with the effective strategies of learning by understanding the process of program development processes and textbooks that are part of it.

Makale detayları

Content Evaluation of Faith-Related Units in Secondary School Religious Culture and Moral Knowledge Textbooks

Yazarlar:

Safinaz Asri | İbrahim Kaplan

Yayıncı:

Hitit University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.803-833

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304121

pISSN:

2757-6949

textbook content features

Religious Education

Religious Culture

Moral Knowledge

Principles of FaithDin Eğitimi

Din kültürü

Ahlak Bilgisi

İnanç Esasları

Ders Kitabı

Sayı

Makale detayları

Yazarlar: Safinaz Asri | İbrahim Kaplan

Yayıncı: Hitit University

Ana Başlıklar: İslam Araştırmaları (Diğer)

Dergi: Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.803-833

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001304121

pISSN: 2757-6949

Sayı

Yazarlar:

Safinaz Asri | İbrahim Kaplan

Yayıncı:

Hitit University

Ana Başlıklar:

İslam Araştırmaları (Diğer)

Dergi:

Hitit İlahiyat Dergisi Vol.22 Issue 2, pp.803-833

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304121

pISSN:

2757-6949