Recommendations of Religious Culture and Moral Knowledge and Classroom Teachers for the Possible Religious Culture and Moral Knowledge Course to be Conducted in Primary School 1st-3rd Grades

Osman Taşkın; Semra Çinemre

Makale detayları

Recommendations of Religious Culture and Moral Knowledge and Classroom Teachers for the Possible Religious Culture and Moral Knowledge Course to be Conducted in Primary School 1st-3rd Grades

Yazarlar:

Osman Taşkın | Semra Çinemre

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Uludağ İlahiyat Dergisi Vol.33 Issue 2, pp.277-311

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333211

pISSN:

2980-2482

Anahtar kelimeler:

Özet:

 In Turkey, Religious Culture and Moral Knowledge abbreviated in Turkish as DKAB and will be abbreviated as RCMK in the article is taught from the 4th grade onwards. In the 19th National Education Council held in 2014, a recommendation was made that the RCMK course should be taught in the 1st-3rd grades of primary school, where it had been omitted. At this point, academic studies are needed to lay the groundwork for such a practice before it is put into practice. Based on this idea this study aims to investigate the various dimensions of the subject regarding practice through the views of RCMK and classroom teachers. The case study design is used in this study, which is planned according to the qualitative research method. The study group consists of classroom teachers and RCMK teachers working at various primary schools in the city center of Trabzon. The semi-structured interview form prepared by the researchers was applied in January 2021, and the data obtained were analyzed by content analysis. According to research results, ten out of 16 teachers from both branches think that the 2nd grade is suitable for a RCMK course that is likely to take place in the 1st-3rd grades of primary school, five think that the 1st grade is suitable, and one thinks that the 3rd grade is suitable. Half of the classroom teachers thought that this course should be elective and the other half compulsory; six of the RCMK teachers thought that it should be compulsory, one was elective, and one was undecided. While classroom teachers were in favor of teaching moral content in such a lesson, religious content was relatively higher than moral content among RCMK teachers. Teachers of both branches stated that the relevant course should be taught with material-supported and active method-techniques. While four of the classroom teachers stated that such a course could be taught by a RCMK teacher and three of them stated that a classroom teacher could teach such a course, RCMK teachers were in favor of this course teaching all participants except one of the RCMK teachers. The most important aspect that participants from both branches pointed out as an opportunity for such a course is that the child acquires religious and moral values at an early age and the aspect that they pointed out as a risk is the possibility that some families will react to the necessity of the course.

 In Turkey, Religious Culture and Moral Knowledge abbreviated in Turkish as DKAB and will be abbreviated as RCMK in the article is taught from the 4th grade onwards. In the 19th National Education Council held in 2014, a recommendation was made that the RCMK course should be taught in the 1st-3rd grades of primary school, where it had been omitted. At this point, academic studies are needed to lay the groundwork for such a practice before it is put into practice. Based on this idea this study aims to investigate the various dimensions of the subject regarding practice through the views of RCMK and classroom teachers. The case study design is used in this study, which is planned according to the qualitative research method. The study group consists of classroom teachers and RCMK teachers working at various primary schools in the city center of Trabzon. The semi-structured interview form prepared by the researchers was applied in January 2021, and the data obtained were analyzed by content analysis. According to research results, ten out of 16 teachers from both branches think that the 2nd grade is suitable for a RCMK course that is likely to take place in the 1st-3rd grades of primary school, five think that the 1st grade is suitable, and one thinks that the 3rd grade is suitable. Half of the classroom teachers thought that this course should be elective and the other half compulsory; six of the RCMK teachers thought that it should be compulsory, one was elective, and one was undecided. While classroom teachers were in favor of teaching moral content in such a lesson, religious content was relatively higher than moral content among RCMK teachers. Teachers of both branches stated that the relevant course should be taught with material-supported and active method-techniques. While four of the classroom teachers stated that such a course could be taught by a RCMK teacher and three of them stated that a classroom teacher could teach such a course, RCMK teachers were in favor of this course teaching all participants except one of the RCMK teachers. The most important aspect that participants from both branches pointed out as an opportunity for such a course is that the child acquires religious and moral values at an early age and the aspect that they pointed out as a risk is the possibility that some families will react to the necessity of the course.

 In Turkey, Religious Culture and Moral Knowledge abbreviated in Turkish as DKAB and will be abbreviated as RCMK in the article is taught from the 4th grade onwards. In the 19th National Education Council held in 2014, a recommendation was made that the RCMK course should be taught in the 1st-3rd grades of primary school, where it had been omitted. At this point, academic studies are needed to lay the groundwork for such a practice before it is put into practice. Based on this idea this study aims to investigate the various dimensions of the subject regarding practice through the views of RCMK and classroom teachers. The case study design is used in this study, which is planned according to the qualitative research method. The study group consists of classroom teachers and RCMK teachers working at various primary schools in the city center of Trabzon. The semi-structured interview form prepared by the researchers was applied in January 2021, and the data obtained were analyzed by content analysis. According to research results, ten out of 16 teachers from both branches think that the 2nd grade is suitable for a RCMK course that is likely to take place in the 1st-3rd grades of primary school, five think that the 1st grade is suitable, and one thinks that the 3rd grade is suitable. Half of the classroom teachers thought that this course should be elective and the other half compulsory; six of the RCMK teachers thought that it should be compulsory, one was elective, and one was undecided. While classroom teachers were in favor of teaching moral content in such a lesson, religious content was relatively higher than moral content among RCMK teachers. Teachers of both branches stated that the relevant course should be taught with material-supported and active method-techniques. While four of the classroom teachers stated that such a course could be taught by a RCMK teacher and three of them stated that a classroom teacher could teach such a course, RCMK teachers were in favor of this course teaching all participants except one of the RCMK teachers. The most important aspect that participants from both branches pointed out as an opportunity for such a course is that the child acquires religious and moral values at an early age and the aspect that they pointed out as a risk is the possibility that some families will react to the necessity of the course.

 Ülkemizde Din Kültürü ve Ahlak Bilgisi DKAB dersi 4. sınıftan itibaren yürütülmektedir. 2014 yılında gerçekleştirilen 19. Milli Eğitim Şûrasında DKAB dersinin, eksik bırakılmış olduğu ilkokul 1.-3. sınıf düzeylerinde de okutulması yönünde bir tavsiye kararı alınmıştır. Bu noktada, böyle bir uygulama hayata geçirilmeden önce sahanın zeminini oluşturacak akademik çalışmalara ihtiyaç duyulduğu açıktır. Bu düşünceden hareketle bu çalışmada konunun uygulamaya yönelik çeşitli boyutlarının DKAB ve sınıf öğretmeni görüşleri ile araştırılması amaçlanmıştır. Nitel araştırma yöntemine göre planlanan çalışmada durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu, 2020-2021 Eğitim-Öğretim yılında Trabzon il merkezinde bulunan farklı ilkokullarda görev yapan sekiz sınıf, sekiz DKAB öğretmeni olmak üzere 16 öğretmenden oluşmaktadır. Araştırma sonuçlarına göre her iki branştan 16 öğretmenden 10u ilkokul 1.-3. sınıf düzeylerinde yer alması muhtemel bir DKAB dersi için 2. sınıfın, beşi 1. sınıfın, biri de 3. sınıfın uygun olduğu kanaatindedir. Sınıf öğretmenlerinin yarısı bu dersin seçmeli, yarısı zorunlu; DKAB öğretmenlerinin ise altısı zorunlu, biri seçmeli olması gerektiği görüşünde olup biri de bu konuda kararsız kalmıştır. Sınıf öğretmenleri böyle bir derste ağırlıklı olarak ahlaki içeriğin işlenmesinden yana iken DKAB öğretmenlerinde dinî içerik ahlaki içeriğe nispeten yüksek çıkmıştır. Her iki branş öğretmenleri, ilgili dersin materyal destekli ve aktif yöntem-tekniklerle işlenmesi gerektiğini belirtmiştir. Sınıf öğretmenlerinden dört kişi böyle bir dersi DKAB öğretmeninin, üç kişi sınıf öğretmeninin yürütebileceğini belirtmişken, DKAB öğretmenlerinden ise bir katılımcı haricinde tüm katılımcılar bu dersin DKAB öğretmenleri tarafından verilmesi gerektiğinden yanadır. Her iki branştan katılımcıların böyle bir ders için fırsat olarak gösterdikleri en ağırlıklı yön çocuğun erken yaşta dinî ve ahlaki değerleri kazanması, risk olarak gösterdikleri yön ise dersin zorunluluğuna bazı ailelerin tepki göstermesi ihtimalidir.

Makale detayları

Recommendations of Religious Culture and Moral Knowledge and Classroom Teachers for the Possible Religious Culture and Moral Knowledge Course to be Conducted in Primary School 1st-3rd Grades

Yazarlar:

Osman Taşkın | Semra Çinemre

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Uludağ İlahiyat Dergisi Vol.33 Issue 2, pp.277-311

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333211

pISSN:

2980-2482

Religious Education

Formal Religious Education

Religious Culture and Moral Knowledge Course

Primary School

Teacher Opinions.Din Eğitimi

Örgün Din Eğitimi

Din Kültürü ve Ahlak Bilgisi Dersi

İlkokul

Öğretmen Görüşleri.

Sayı

Makale detayları

Yazarlar: Osman Taşkın | Semra Çinemre

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Dini Araştırmalar (Diğer)

Dergi: Uludağ İlahiyat Dergisi Vol.33 Issue 2, pp.277-311

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001333211

pISSN: 2980-2482

Sayı

Yazarlar:

Osman Taşkın | Semra Çinemre

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Uludağ İlahiyat Dergisi Vol.33 Issue 2, pp.277-311

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333211

pISSN:

2980-2482