Author
DURSUN, Zehra, ŞİMŞEK, Eyüp
Publication Place
University of Afyon Kocatepe -
University of Afyon Kocatepe
Subject
Religious education
Type
kitap
Language
ara,eng
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-8399, EISSN: 2757-8399, DOI: 10.52637/kiid.1162534
Record ID
cdi_doaj_primary_oai_doaj_org_article_9c4a1b35f41942618d96daead28e3967
Library Location
DOAJ Directory of Open Access Journals (WRLC)
Notes
On 25.06.2012, with the statement regarding elective courses in the law no. 6287, the Holy Quran course took its place in the formal education systems. In this direction, the Holy Quran course started to be taught as an elective course in schools as of the 2012-2013 academic year. It is possible to come across various studies in the literature regarding the Holy Quran course, which has started to be taught in secondary schools since this date. In this context, various studies are encountered that examine the Holy Quran course curriculum in line with the opinions of teachers and students. In addition, studies examining students' reasons for choosing the Holy Quran course and their attitudes towards the course in terms of various variables have also been added to the literature by researchers. However, when the literature is examined, no research has been found that evaluates or classifies the course outcomes or objectives from a taxonomic perspective. In this sense, it is thought that separately examining the outcomes of the Holy Quran course, which is included in the secondary school curriculum as an elective, will contribute to the field. As a matter of fact, objectives have a guiding feature in achieving the general objectives of any course and in deciding what and how to teach. In addition, objectives appear as an important curriculum element at the measurement-evaluation/testing situations stage. It should be noted that classifications, that is, taxonomies, also play an important role in determining the goals. As a matter of fact, there are various taxonomies used to determine targets. Among these taxonomies is the Revised Bloom Taxonomy, which is used to classify targets cognitively. When the literature is examined, it is stated that the Revised Bloom Taxonomy is the most comprehensive study among cognitive domain classifications. Therefore, based on what has been tried to be expressed so far, this study focuses on the gains of the Holy Quran course, which is taught as an elective at the secondary school level. In this context, it was determined which step or steps the 57 learning outcomes of the Holy Quran course represent in the knowledge and cognitive process dimension of the Revised Bloom Taxonomy. In order to determine the location of the achievements according to the determined taxonomy, the opinions of experts in the fields of measurement-evaluation, program development and religious education were taken with the form prepared by the researcher. Within the framework of these aims, the study was carried out based on the qualitative research method. Since the study tried to determine which steps of the Revised Bloom Taxonomy the achievement statements in the Holy Quran course curriculum corresponded to, document review was preferred as the data collection method. The document of the research is the secondary school elective Holy Quran course curriculum. The data collection process continued with the expert opinion form. In line with expert opinions, it has been determined that the course outcomes were prepared for the conceptual, factual, understanding and remembering stages. As a result, based on these findings, the fact that conceptual, factual, understanding and remembering steps are at the forefront at every grade level (5, 6, 7 and 8) should be seen as a point that needs to be reviewed or strengthened in the teaching program of the Holy Quran course. In addition, considering the fact that the achievements are mostly prepared for the cognitive domain (53 achievements) and the lower levels of the cognitive domain, and the content and general objectives of the course are taken into consideration, only four achievements for the affective domain are included as a deficiency of the curriculum. Another point that should be noted here is that the presence of achievement statements for the cognitive field in the program should not be considered as a completely negative situation for the Holy Quran course. However, it is an important issue that should not be forgotten that highlighting the cognitive domain and leaving the affective domain in the background will create a problem or deficiency in achieving the general objectives of the course. Therefore, it would not be wrong to consider it a right step to take the general objectives and content of the relevant course into consideration when determining or preparing the achievements. On 25.06.2012, the Qur'an course lessons took its place in the formal education systems with the expression for the elective courses in the law numbered 6287. In this direction, the Qur'an course has started to be taught as an elective course in schools as of the 2012-2013 academic year. It is possible to come across various studies in the literature about the Qur'an course, which has been taught in secondary schools since this date. In this context, there are various studies that examine the Qur'an course curriculum in line with the views of teachers and students. In addition, studies examining the reasons for choosing the Qur'an course and their attitudes towards the course in terms of various variables were also brought to the literature by the researchers. However, when we look at the literature, no research has been found that evaluates or classifies the achievements or objectives of the course from a taxonomic point of view. In this sense, it is thought that examining the acquisitions of the Qur'an course, which is an elective in the secondary school curriculum, will contribute to the field. As a matter of fact, objectives have a guiding feature in reaching the general objectives of any course and in deciding what-how to teach. In addition, at the stage of measurement-evaluation/testing situations, objectives appear as an important curriculum element. At the point of determining the targets, it should be noted that taxonomies also play an essential role. As a matter of fact, there are various taxonomies used in determining the targets. Among these taxonomies is the Revised Bloom's Taxonomy, which is used to classify targets cognitively. When the literature is examined, it is stated that the Revised Bloom's Taxonomy is the most comprehensive study among the cognitive domain classifications. Therefore, based on what has been tried to be expressed so far, this study focuses on the acquisition of the Qur'an, which is taught as an elective at the secondary school level. In this context, it has been determined that 57 acquisitions of the Qur'an course express which step or steps in the knowledge and cognitive process dimension of the Revised Bloom's Taxonomy. In order to determine the place of the achievements according to the determined taxonomy, the opinions of experts in the fields of measurement-evaluation, program development and religious education were taken with the form prepared by the researcher. Within the framework of these aims, which are tried to be expressed, the study was carried out on the basis of the qualitative research method. In the research, document analysis was preferred as the data collection method, since it was tried to determine which steps of the Revised Bloom's Taxonomy correspond to the outcome statements in the Qur'an course curriculum. The document of the research is the secondary school elective Qur'an course curriculum. The data collection process continued with the expert opinion form. In line with the expert opinions, it was determined that the learning outcomes of the course were prepared for the conceptual, factual, understanding and remembering steps. Based on these findings, conceptual, factual, understanding and remembering steps are at the forefront at each grade level (5, 6, 7 and 8) and should be seen as a point that needs to be revised or strengthened in the curriculum of the Qur'an course. In addition, when the acquisitions are mostly prepared for the cognitive domain (53 acquisitions) and the lower stages of the cognitive domain, considering the content and general objectives of the course, the fact that only four acquisitions are included in the affective field is also a shortcoming of the curriculum. Another point that needs to be mentioned here is that the acquisition statements for the cognitive domain should not be considered as a completely negative situation for the Qur'an course. However, it is an important issue that should not be forgotten that bringing the cognitive domain to the fore and leaving the affective domain in the background will create a problem or deficiency in achieving the general objectives of the course. Therefore, it would not be wrong to consider the general objectives and content of the relevant course as a correct step in determining or preparing the learning outcomes.
Detaylı Başlık
Yenilenmiş Bloom Taksonomisi Kapsamında Ortaokul Seçmeli Kur’an-ı Kerim Dersi Kazanımlarının Değerlendirilmesi
