The Century of Türkiye Education Model Religious Culture and Moral Knowledge (Grades 4-8) The Curriculum in Terms of the Basic Elements Assessment

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dc.contributor.authorSemerci, Ayşegül
dc.contributor.authorSayın, Gülşen
dc.date.accessioned2026-04-04T13:19:02Z
dc.date.available2026-04-04T13:19:02Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractCurricula are renewed within the framework of educational philosophies determined to raise the human profile with the equipment and skills required by the age under the influence of scientific and technological changes and developments. The philosophical approaches underlying the curricula should guide all program elements, from the teaching objectives to the measurement and evaluation phase. In this respect, it is very important for the success of a curriculum that the basic elements of the curriculum are in harmony both with the philosophical approaches adopted and with each other, and are implemented accordingly. This study aims to examine the Religious Culture and Moral Knowledge (DKAB) course curriculum for grades 4–8 prepared in 2024 within the scope of the The Century of Türkiye Education Model (TYMM), in terms of the basic elements of the curriculum (purpose, content, teaching and learning process, and measurement and evaluation), in line with approaches based on the curriculum. While the 2024 Religious Education Curriculum (Years 4–8) was evaluated in terms of these basic elements, comparisons were made with the 2018 Religious Education Curriculum (Years 4–8) and the findings were discussed in the relevant literature. This qualitative study was conducted using the document analysis method. The Common Text of the TYMM curricula was analysed alongside the DKAB Curriculum (Years 4–8) and the 2018 DKAB Curriculum (Years 4–8). It was observed that the curriculum was not sufficiently aligned with our spiritual and cultural structure, nor was it sufficiently consistent, and the curriculum-based approaches were not adequately reflected in the basic elements of the curriculum, especially in the field of religion and morality. © 2025 Istanbul Universitesi. All rights reserved.
dc.identifier.doi10.26650/di.2025.36.2.1676227
dc.identifier.endpage424
dc.identifier.issn2630-6069
dc.identifier.issue2
dc.identifier.scopus2-s2.0-105015165502
dc.identifier.scopusqualityQ4
dc.identifier.startpage389
dc.identifier.trdizinid1361927
dc.identifier.urihttps://doi.org/10.26650/di.2025.36.2.1676227
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1361927
dc.identifier.urihttps://hdl.handle.net/11616/108115
dc.identifier.volume36
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherIstanbul Universitesi
dc.relation.ispartofDarulfunun Ilahiyat
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250329
dc.subjectBasic Elements of the Curriculum
dc.subjectReligious Education
dc.subjectReligious Education Curriculum
dc.subjectThe Century of Türkiye Education Model
dc.titleThe Century of Türkiye Education Model Religious Culture and Moral Knowledge (Grades 4-8) The Curriculum in Terms of the Basic Elements Assessment
dc.title.alternativeTürkiye Yüzyılı Maarif Modeli Din Kültürü ve Ahlak Bilgisi Dersi (4.-8. Sınıf) Öğretim Programı’nın Temel Öğeler Açısından Değerlendirilmesi]
dc.typeArticle

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