Author
GÜNGÖR, Ali
Publication Place
Firat University -
Firat University
Subject
Religious education
Type
Book
Language
ara,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 1304-639X, EISSN: 2791-951X, DOI: 10.58568/firatilahiyat.1171150
Record ID
cdi_doaj_primary_oai_doaj_org_article_ffc65e90e1434d8885262981d1fcd62d
Library Location
DOAJ (Directory of Open Access Journals)
Notes
This study aims to reveal the opinions of Religious Culture and Moral Knowledge course teachers regarding out-of-class learning environments. To suit this purpose, convergent parallel design, one of the mixed methods research designs, was used in our study. In this regard, data regarding closed-ended questions collected from DKAB teachers through a survey were analyzed using the SPSS statistical program. The data obtained through open-ended questions were analyzed through descriptive analysis. According to the research findings, it has been determined that the majority of teachers use out-of-class learning environments in RCC teaching. The most common out-of-class activities of DKAB teachers are visiting the school masjid, holy night events and visiting mosques outside of school. Teachers stated that they prefer out-of-class environments in order to enable students to see what they have learned in class in real life, to arouse curiosity in students, to direct them to research, and to contribute to students' social and moral development. The answers given show that DKAB course teachers prefer out-of-class environments in accordance with the objectives of the curriculum. However, it has been determined that DKAB teachers have some deficiencies in planning, implementing and evaluating outdoor teaching. From teachers' statements, it is understood that teacher-centered teaching methods are generally applied in out-of-class learning environments. The concern that administrators will not stand behind teachers in the event of a negativity that may occur during the use of out-of-class learning environments is the most important factor in their negative view on taking students to out-of-class learning environments. It is aimed at this work to reveal the views of Religious Culture and Moral Knowledge (RCMK) course teachers about learning environments outside the classroom. Following this purpose, convergent parallel design, which is one of the mixed method research designs, was used in our analysis. In this direction, we used the SPSS statistical program to analyze the data obtained with closed-ended questions collected from RCMK teachers through questionnaires. However, we examined the data obtained with open-ended questions through descriptive analysis. According to the research findings, it has been determined that most teachers use out-of-class learning environments in RCMK teaching. The most out-of-class activities of RCMK teachers are visiting the school mosque, Islamic sacred night (qandîl) activities and visiting mosques outside of school. Teachers stated that they preferred out-of-class environments to arouse curiosity in students, to help them see the real-life equivalent of what they learned in the classroom, to direct students to research, and to contribute to their social and moral development. The answers show that RCMK course teachers prefer out-of-class environments in accordance with the objectives of the curriculum. However, it has been determined that RCMK teachers have some deficiencies in planning, implementing, and evaluating out-of-class teaching. From the statements of the teachers, it is seen that teacher-centered teaching methods are generally practiced in out-of-class learning environments. In a probable negative situation that may occur during the practicing of out-of-class learning environments, the concern that the administrators will not stand behind the teachers emerges as the most crucial factor in their negative attitude towards taking students to out-of-class learning environments.
Detaylı Başlık
Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Sınıf Dışı Öğrenme Ortamları Konusundaki Görüşleri
