Author
Meydan, Hasan, Algül, Özge, Söylemez, Yusuf Asım
Publication Place
Hits University -
Hits University
Subject
Hittite Journal of Theology, 2024-12, Vol.23 (2), p.656-684
Type
Book
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-6949, EISSN: 2757-6949, DOI: 10.14395/hid.1511197
Record ID
cdi_doaj_primary_oai_doaj_org_article_ded9d1fb15e94965b8023ee51630a1a7
Library Location
DOAJ Directory of Open Access Journals
Notes
An education that prepares people for life should provide the person with cognitive ability as well as the method that will transform knowledge into an application plan and the affective, social and behavioral factors that will be required to implement the plan. This necessity between knowledge and practice has been seen as a deficiency in today's education discussions, and a solution has been sought for this situation with skill-based education. Skill, which plays a unifying role between knowledge, attitude and behavior in this type of education, attracts attention as a concept that can fill the gap between knowledge and practice in terms of value education. The concept of skill basically emphasizes the transformation of the act of knowing into practice with all its components. Skill, as a complex concept that is subject to education in different ways, clearly indicates what the person needs to do, taking into account the process, and replaces the goals and achievements in education. In this regard, the skills targeted in education represent a long developmental process. In terms of the process of applying values to life, there are many cognitive, affective, social and behavioral skills that will enable the individual to decide on a moral principle and value, to be motivated to implement the decision he makes, to transform his decision into behavior in the social environment and to continue this behavior. At this point, the main question of our study is which skills should be put to work in the field of value education. The issue of values and teaching in skill-based education, which has been in question since the early 2000s in Turkey, has just begun to be addressed. Among the limited studies on the subject, in Meydan's study, developing a moral personality was seen as the ultimate goal of value education, and attention was drawn to the need to create a model of the skills and competency indicators that will form this personality and to test this model with field data. As a matter of fact, innovations in curriculum, analyzes on previous programs and teachers' opinions require a search for how to teach values in a skill-based model as an important component of the education system. In this regard, the aim of the study is to determine what skills and sub-skills should be focused on in a skill-based value education. In this study, using the Delphi technique, the items on moral skills in the model developed by Meydan and renewed upon the opinions of 25 field experts were purified, the model was restructured based on the literature and the opinions of the experts in the Delphi study group, and skills and competency indicators that could be used in value education were defined for a draft curriculum. In this process, firstly, an expert group consisting of academicians and teachers in different fields such as educational sciences, religious education, value education, social studies teaching, PDR, pre-school, psychology and moral philosophy was formed. In the first round, a survey form consisting of a total of 23 sub-skills under the 3 basic skill headings of cognitive, affective and social-behavioral skills was presented to 71 experts for evaluation. The central accumulation and distribution values of the scores in the first round, where 64 experts responded, were determined. Experts re-evaluated the items in the light of the statistical analyzes and previous answers of the first round, and the second round of Delphi was concluded with the feedback from 64 experts. For the second round, central concentration and distribution values were calculated. As consensus criteria in the study, 80% agreement rate, +/- 1 standard deviation, ≥4.0 mean and ≤1 interquartile range (IQR) values were determined for each item. In the first round Delphi results, it was seen that 21 out of 23 sub-skills met the consensus criteria. In the second round, it was observed that the means and percentage of agreement, which are signs of agreement/central concentration, generally remained the same or increased in all items, while the standard deviation and IQR values, which were signs of deviation from consensus/central distribution, either remained the same or decreased. In addition, in the second round, it was observed that two items that could not be reached in the first round met the consensus criteria. As a result, the average agreement rates of the three basic skill groups are 93.06% in cognitive moral skills; It was 96.66% in affective-moral skills and 93.53% in social-behavioral skills, and a total of 23 sub-skills were determined as skills that can be put to use in value education. These sub-skills in the cognitive field are moral literacy, research and questioning, problem solving, decision making, prediction/prediction, reflective thinking, analysis, perspective taking/point of view creation and cognitive self-regulation; empathy, self-awareness, insight, introspection, affective self-regulation, self-control and self-reflection in the affective domain; In the behavioral field, they are moral expression, effective listening, communication, social organization/participation, entrepreneurship, task management/planning and social skills. Based on the results, it is recommended that the model formed be the basis for program designs and experimental studies, and that it be tested and developed through pilot applications.
Detaylı Başlık
Değer Eğitiminde İşe Koşulacak Becerilerin Delphi Tekniği ile Belirlenmesi: Bir Model Önerisi
