Methods preferred by Religious Culture and Ethics teachers in the process of teaching concepts

Name: Methods preferred by Religious Culture and Ethics teachers in the process of teaching concepts
Author: Plane,Habibe Erva, Doğan,Recai, Doğan,Recai

Title	Methods preferred by Religious Culture and Ethics teachers in the process of teaching concepts
Author	Plane,Habibe Erva, Doğan,Recai, Doğan,Recai
Publication Place	Motif Publishing - Motif Publishing
Subject	Religious studies, 2020-12, Vol.23 (59), p.321-347
Type	kitap
Language	ara,tur
Digital	Yes
Manuscript	No
Library:	Leitir Library
Library Asset ID	ISSN: 1301-966X, EISSN: 2602-2435, DOI: 10.15745/da.791020
Record ID	cdi_doaj_primary_oai_doaj_org_article_0a27e8e0a56748c68574258f13f93dcb
Library Location	DOAJ Directory of Open Access Journals
Notes	This article is structured around the question of what methods Religious Culture and Ethics teachers prefer in concept teaching activities. The aim of the study is to reveal from a descriptive perspective the nature and quality of the methods preferred by religious culture and ethics teachers in the process of teaching concepts. For this purpose, case study was preferred among qualitative research methods; The study group consisted of 20 DKAB teachers determined by maximum diversity sampling, one of the purposeful sampling methods. Since the study focused on teachers' opinions, semi-structured interview technique was used as a data collection tool. For the analysis of the data, the descriptive analysis method, which envisages coding the data according to predetermined themes and headings in the context of the problematic of the study, was preferred. As a result of the study, it was seen that teachers preferred deduction starting from the definition, as well as induction as an effort to reach the definition together with the students, as well as supporting methods such as stories and games, in the process of teaching concepts. In addition, it has been determined that teachers' knowledge and skills regarding concept teaching methods and techniques are not at a sufficient level, despite their attempts to enrich the concept teaching process and increase the quality of the process.
Detaylı Başlık	Din Kültürü ve Ahlak Bilgisi öğretmenlerinin kavram öğretimi sürecinde tercih ettikleri yöntemler

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Methods preferred by Religious Culture and Ethics teachers in the process of teaching concepts

Author Plane,Habibe Erva, Doğan,Recai, Doğan,Recai

Publication Place Motif Publishing - Motif Publishing

Subject Religious studies, 2020-12, Vol.23 (59), p.321-347

Type kitap

Language ara,tur

Digital Yes

Manuscript No

Library Leitir Library

Library Asset ID ISSN: 1301-966X, EISSN: 2602-2435, DOI: 10.15745/da.791020

Record ID cdi_doaj_primary_oai_doaj_org_article_0a27e8e0a56748c68574258f13f93dcb

Library Location DOAJ Directory of Open Access Journals

Notes This article is structured around the question of what methods Religious Culture and Ethics teachers prefer in concept teaching activities. The aim of the study is to reveal from a descriptive perspective the nature and quality of the methods preferred by religious culture and ethics teachers in the process of teaching concepts. For this purpose, case study was preferred among qualitative research methods; The study group consisted of 20 DKAB teachers determined by maximum diversity sampling, one of the purposeful sampling methods. Since the study focused on teachers' opinions, semi-structured interview technique was used as a data collection tool. For the analysis of the data, the descriptive analysis method, which envisages coding the data according to predetermined themes and headings in the context of the problematic of the study, was preferred. As a result of the study, it was seen that teachers preferred deduction starting from the definition, as well as induction as an effort to reach the definition together with the students, as well as supporting methods such as stories and games, in the process of teaching concepts. In addition, it has been determined that teachers' knowledge and skills regarding concept teaching methods and techniques are not at a sufficient level, despite their attempts to enrich the concept teaching process and increase the quality of the process.

Detaylı Başlık Din Kültürü ve Ahlak Bilgisi öğretmenlerinin kavram öğretimi sürecinde tercih ettikleri yöntemler