Ortaokul Din Kültürü ve Ahlak Bilgisi dersi ile Temel Dini Bilgiler (İslam 1-2) dersi öğretim programlarının amaç ve kazanım bakımından (2018) karşılaştırmalı değerlendirilmesi
Küçük Resim Yok
Tarih
2024
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Dergi ISSN
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Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada 2018 yılında hazırlanmış olan ortaokul/imam hatip ortaokulu kademesinde okutulan Din Kültürü ve Ahlak Bilgisi dersi ile Temel Dini Bilgiler (İslam 1-2) dersi öğretim programlarının karşılaştırmalı incelenmesi hedeflenmiştir. İlgili programlarda yer alan genel amaçlar ve kazanımlar, Yenilenmiş Bloom Taksonomisine göre incelenerek her iki program karşılaştırmalı değerlendirilmiştir. Araştırma yöntemi olarak nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Araştırma sonucuna göre ilgili derslerde ortak kazanımların yer aldığı görülmüştür. Ancak bu tekrar eden kazanımların iki dersin birbirinin aynısı olmasıyla değil, birbirini tamamlayıcı nitelikte olmasıyla ilgili olduğu sonucuna varılmıştır. Ortaokul DKAB VE TDB (İslam 1-2) derslerine ait amaçların ve kazanımların Yenilenmiş Bloom taksonomisine göre incelenmesinde bilişsel alanda amaç ve kazanımın yoğun olduğu, duyuşsal alan da amaç ve kazanımın az olduğu, psikomotor alanda ise amaç ve kazanıma yer verilmediği görülmüştür. Ortaokul DKAB dersi öğretim programında yer alan 10 amaç cümlesinin 6'sının bilişsel alanda 4'ünün ise duyuşsal alanda; 106 kazanımın 87'sinin bilişsel alanda, 19'unun duyuşsal alanda yer aldığı görülmüştür. TDB (İslam 1-2) dersine ait öğretim programında yer alan 5 amaç cümlesinin 3'ünün bilişsel alanda, 2'sinin duyuşsal alanda; 41 ders kazanımının 30'unun bilişsel alanda, 11'inin duyuşsal alanda yer aldığı görülmüştür. Her iki ders için bilişsel alanda yazılan kazanımların "olgu ve kavrama" boyutlarında; duyuşsal alandaki kazanımların "alma ve tepkide bulunma" boyutlarında yoğunlaştığı tespit edilmiştir. Bilişsel alan basamağında "üst bilişsel bilgi ve yaratma" boyutlarında amaç ve kazanımın yer almaması da anlamlı öğrenme bakımından sınırlayıcı bir durum olarak dikkat çekmiştir.
In this research, it was aimed to comparatively examine the curriculum of the Religious Culture and Moral Knowledge course and the Basic Religious Knowledge (Islam 1-2) course taught at the secondary school/Imam Hatip secondary school level, prepared in 2018. The general aims and achievements in the relevant programs were examined according to the Revised Bloom Taxonomy and both programs were evaluated comparatively. Document analysis, one of the qualitative research methods, was used as the research method. According to the results of the research, it was seen that there were common achievements in the relevant courses. However, it was concluded that these recurring gains were not related to the two courses being the same but to their complementary nature. When the aims and achievements of secondary school DKAB and TDB (Islam 1-2) courses were examined according to the Revised Bloom taxonomy, it was seen that the aims and achievements were intense in the cognitive field, the aims and achievements were low in the affective field, and the aims and achievements were not included in the psychomotor field. Of the 10 purpose sentences in the secondary school DKAB course curriculum, 6 are in the cognitive field and 4 are in the affective field; It was observed that 87 of the 106 acquisitions were in the cognitive field and 19 in the affective field. Of the 5 purpose sentences in the curriculum of the TDB (Islam 1-2) course, 3 are in the cognitive field and 2 are in the affective field; It was observed that 30 of the 41 course outcomes were in the cognitive field and 11 were in the affective field. The achievements written in the cognitive field for both courses are in the "fact and comprehension" dimensions; It has been determined that the achievements in the affective field are concentrated in the "receiving and reacting" dimensions. The lack of purpose and achievement in the "metacognitive knowledge and creation" dimensions at the cognitive domain level also attracted attention as a limiting situation in terms of meaningful learning.
In this research, it was aimed to comparatively examine the curriculum of the Religious Culture and Moral Knowledge course and the Basic Religious Knowledge (Islam 1-2) course taught at the secondary school/Imam Hatip secondary school level, prepared in 2018. The general aims and achievements in the relevant programs were examined according to the Revised Bloom Taxonomy and both programs were evaluated comparatively. Document analysis, one of the qualitative research methods, was used as the research method. According to the results of the research, it was seen that there were common achievements in the relevant courses. However, it was concluded that these recurring gains were not related to the two courses being the same but to their complementary nature. When the aims and achievements of secondary school DKAB and TDB (Islam 1-2) courses were examined according to the Revised Bloom taxonomy, it was seen that the aims and achievements were intense in the cognitive field, the aims and achievements were low in the affective field, and the aims and achievements were not included in the psychomotor field. Of the 10 purpose sentences in the secondary school DKAB course curriculum, 6 are in the cognitive field and 4 are in the affective field; It was observed that 87 of the 106 acquisitions were in the cognitive field and 19 in the affective field. Of the 5 purpose sentences in the curriculum of the TDB (Islam 1-2) course, 3 are in the cognitive field and 2 are in the affective field; It was observed that 30 of the 41 course outcomes were in the cognitive field and 11 were in the affective field. The achievements written in the cognitive field for both courses are in the "fact and comprehension" dimensions; It has been determined that the achievements in the affective field are concentrated in the "receiving and reacting" dimensions. The lack of purpose and achievement in the "metacognitive knowledge and creation" dimensions at the cognitive domain level also attracted attention as a limiting situation in terms of meaningful learning.
Açıklama
Sosyal Bilimler Enstitüsü, Felsefe ve Din Bilimleri Ana Bilim Dalı
Anahtar Kelimeler
Din, Religion, Eğitim ve Öğretim
