Author
DEMİRTAŞ, Zeynep, TAKUNYACI, Mithat, YEŞİL, Rüştü
Publication Place
Hits University -
Hits University
Subject
Hittite Journal of Theology, 2023-12, Vol.22 (2), p.723-744
Type
kitap
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-6949, EISSN: 2757-6949, DOI: 10.14395/hid.1334350
Record ID
cdi_doaj_primary_oai_doaj_org_article_0fc7ae8e513145dea0b45245f267eec9
Library Location
DOAJ (Directory of Open Access Journals)
Notes
Religious education aims to enable individuals to acquire correct knowledge, attitudes and behaviors regarding religion, morality and values. In addition, in religious education, individuals are expected to develop a critical and flexible way of thinking about accurate information under the guidance of teachers. Because Islam, which is the subject of religious education, attaches great importance to the development and use of the mind. In Islam, knowledge obtained through research, reflection and discussion is considered to be more valuable than knowledge obtained through mere hearing and/or traditional transmission. Religious education is effective in the process of individuals making sense of their own existence, values, the world they live in, life, death and beyond. At the same time, individuals acquire moral values and virtues that will guide their lives. In this process, in religious education, individuals' thinking skills should be developed and they should be encouraged to question. Because individuals are expected to have a faith that they reach through their own choices through knowledge, consciousness, thinking and questioning, rather than having blind faith. The role of Religious Culture and Moral Knowledge (DKAB) teachers and secondary and high school level Imam Hatip Schools vocational course teachers is important in the process of teaching students these characteristics targeted by religious education. A qualified religious education teacher must have cognitive flexibility to solve the problems he encounters in the learning-teaching process and to produce different solutions to different problems. In addition, religious education teachers are expected to guide students in acquiring all these skills by creating learning environments where students have opportunities to research, discover, solve problems, share and discuss different solutions and approaches for their active participation in the learning process. It is thought that it is important for teachers to have cognitive flexibility (BE) and critical thinking (ED) skills, as well as knowledge, skills and competencies regarding religious education and teaching. This study aimed to examine the relationship between the BE levels and ED tendencies of religious education teacher candidates. In addition, the research determined the level of BE and ED tendencies of religious education teacher candidates and examined whether these levels differ according to some demographic characteristics. The sample group of the research, which was conducted with the descriptive survey method, included 373 teacher candidates studying at the Faculty of Theology and the Theology Department of the Pedagogical Formation Education Certificate Program. In the study, data were obtained by applying the Cognitive Flexibility Levels and Critical Thinking Tendencies scales to religious education teacher candidates. Parametric analyzes were used to analyze the data. According to the results of the research, it was determined that the BE levels of religious education teacher candidates were at a medium level and their ED tendencies were at a high level. According to another result of this research, it was determined that there was a positive and highly significant relationship between the BE levels of religious education teacher candidates and their ED tendencies. In the research, it was determined that teacher candidates' BE levels and ED tendencies did not differ according to gender, socio-economic status and the type of high school they graduated from. However, it was determined that there was a significant difference in the ED tendencies, critical participation dimension and BE levels of religious education teacher candidates according to their ages. According to the results of this research, activities that include practices that include both cognitive flexibility and critical thinking can be organized for religious education teacher candidates during the education process at the faculty of theology and in the pedagogical formation education certificate program. In order to support religious education teacher candidates, who are preparing to teach vocational courses in DKAB and secondary-high school Imam Hatip Schools, to take an active role in teaching their students thinking skills in these courses, problem solving, discussions, case studies, etc. are used in teaching vocational knowledge courses. It may be recommended to pay more attention to the use of methods and techniques. However, it may be recommended to conduct similar studies on the relationships between BE and ED tendencies on both secondary and high school students studying in Imam Hatip Schools and the Faculty of Theology, as well as sample groups of teachers or expert lecturers. Religious education aims to help individuals acquire the right knowledge, attitudes, and behaviors about religion, morality, and values. In addition, individuals are expected to develop a critical and flexible thinking style on accurate knowledge under the guidance of teachers in religious education. Because Islam, which is the subject of religious education, attaches great importance to the development and use of reason. In Islam, knowledge obtained through research, thinking, and discussion is considered to be more valuable than knowledge obtained only through senses and/or traditional transmission. Religious education is effective in the process of individuals making sense of their own existence, values, the world they live in, life, death, and beyond. At the same time, individuals acquire moral values and virtues that will guide their lives. In this process, individuals' thinking skills should be developed, and their questioning should be encouraged in religious education. Because it is desired for individuals to have a faith personally researched and chosen through knowledge, consciousness, thinking, and questioning rather than a blind one. The role of Religious Culture and Moral Knowledge (RCMK) teachers and Imam Hatip schools at the secondary and high school level vocational courses teachers are important in the process of providing students with these characteristics targeted by religious education. A qualified religious education teacher should have the cognitive flexibility to solve the problems encountered in the learning-teaching process and to produce different solutions to different problems. Additionally, religious education teachers are expected to guide students in the acquisition of all these skills by creating learning environments that provide opportunities for research, discovery, problem-solving, sharing, and discussing different solutions and approaches for students' active participation in the learning process. It is thought that it is important for teachers to have cognitive flexibility (CF) and critical thinking (CT) skills as well as knowledge, skills, competencies related to religious education and teaching. This study aims to examine the relationship between the religious education teacher candidates' CF levels and CT dispositions. In addition, CF and CT dispositions levels of religious education teacher candidates and whether these levels differ according to various demographic characteristics are examined. The sample group of the research, which was conducted with a descriptive survey method, included 373 teacher candidates studying in the Faculty of Theology and in the Theology Field of Pedagogical Formation Education Certificate Program. In the study, data were obtained by applying Cognitive Flexibility Levels and Critical Thinking Dispositions Scales to the prospective teachers in the field of theology. Parametric analyzes were used to analyze the data. According to the results of the study, it is determined that the religious education teacher candidates' CF levels are at a medium level, and their CT dispositions are at a high level. It is also seen that there is a positive and highly significant relationship between the religious education teachers candidates' CF levels and CT dispositions. In the study, it is determined that the CF levels and CT dispositions of religious education teacher candidates do not differ according to gender, socioeconomic status, and the type of high school graduates. However, it is found that there is a significant difference in the levels of CT dispositions, critical engagement dimension, and CF according to the age of the prospective religious education teachers. Activities involving practices that include both cognitive flexibility and critical thinking can be organized for prospective religious education teachers during the education-training process in the Faculty of Theology and The Pedagogical Formation Education Certificate Program. It can be suggested that more attention should be paid to the use of methods and techniques such as problem-solving, discussion, case studies, etc., in teaching vocational knowledge courses in order to support prospective religious education teachers preparing for RCMK and Imam Hatip Schools at secondary and high school level vocational courses to take an active role in providing thinking skills to their students in these courses. In addition, it may be recommended to conduct similar studies on the relationship between CF and CT dispositions on the sample groups of both students studying at Imam Hatip Schools at the secondary and high school level and the Faculty of Theology and teachers or expert lecturers.
Detaylı Başlık
Din Öğretimi Öğretmen Adaylarının Bilişsel Esneklik Düzeyleri ile Eleştirel Düşünme Eğilimlerinin İncelenmesi
