Epistemic Approach and Critical Thinking in the Classroom Practices of Religion Teachers

Şeyma Turan; Bayramali Nazıroğlu

Article Details

Epistemic Approach and Critical Thinking in the Classroom Practices of Religion Teachers

Authors:

Şeyma Turan | Bayramali Nazıroğlu

Publisher:

Marmara University

Main Topics:

Din Eğitimi

Journal:

Marmara Üniversitesi İlahiyat Fakültesi Dergisi Vol.68 Issue 68, pp.221-252

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350906

pISSN:

1302-4973

Keywords:

Abstract:

 Since the early 21st century, significant global transformations in educational paradigms have profoundly influenced the treatment of knowledge, particularly within learning processes. Within this framework, the constructivist approachalongside associated concepts such as student-centered learning, active learning, and critical thinkinghas gained prominence in the discourse of educators in the Turkish education system. These developments have also influenced religious education and training. Teachers are pivotal in mediating and implementing this paradigmatic shift within learning environments. This study primarily examines the epistemic approaches and critical thinking perspectives of religious culture and ethical knowledge teachers in learning environments. In this context, the main problem of the research is: How do secondary education religious culture and ethical knowledge course teachers reflect their ideas about epistemic approach and critical thinking in their learning environments? Since the research aimed to examine the teachers opinions on the subject in depth, qualitative research methods were used, and the case study design was utilized. The researcher developed a semi-structured interview form as the data collection tool. Teachers were selected through maximum variation and chain sampling methods, and interviews were conducted accordingly. Interviews were conducted with sixteen teachers working in Anatolian high schools, multi-program Anatolian high schools, science high schools, fine arts high schools, vocational high schools, and project schools. Interviews were conducted face-to-face with some of the teachers outside the school setting, while others were interviewed online via Google Meet. The interviews were conducted between November 29, 2023, and December 12, 2023. The data obtained were subjected to content analysis with the NVivo 11 Plus program. In the data analysis process, the teachers names were initially replaced with pseudonyms that reflected their gender. Following this process, the interview data of all teachers were reviewed individually, and descriptive coding was applied. After completing the coding process, the categorized data were recorded using pattern coding, one of the methods in the second coding cycle. At this stage, the categories created under the themes were reviewed internally, and the categories and codes were updated. In this context, some categories and codes were merged, some were deleted, and others were newly added. At this stage, all data were analyzed for the third time and finalized. In this process, the data were collected under three themes: epistemic approach - teaching a lesson relationship, critical thinking - teaching a lesson relationship, and epistemic approach and critical thinking - assessment and evaluation, and analyzed through various categories and codes. To ensure the scientific rigor of the research, the interviews were conducted by the researcher, participants with diverse characteristics were included, expert opinions were sought regarding the research, the data were described in detail, and the interviews were recorded. Teachers views on the relationship between the epistemic approach and teaching a lesson were categorized into four categories: discovering knowledge, contextual flexibility, the teacher presenting knowledge, and the structure of the lesson providing opportunities for both. Teachers views on the relationship between critical thinking and teaching a lesson were categorized into four categories: using the critical thinking approach, using rational justification, using rational justification, and the critical thinking approach together, and the situation changes depending on the student. Teachers views on the relationship between the epistemic approach, critical thinking, and assessment and evaluation processes were categorized into five categories: making exams that allow for critical thinking, making exams based on interpretation, not making exams based on interpretation, making exams based on knowledge, and making mixed exams. As a result of the research, it was observed that teachers adopt approaches that encourage students to be active in epistemic engagement and critical thinking and that they are open to innovations. However, it was also found that they struggle to fully implement these approaches in the learning and teaching processes due to students varying qualifications.

 21. yüzyılın başlarından itibaren eğitim yaklaşımlarında küresel ölçekli bazı dönüşümler yaşanmakta, bu durum özellikle öğrenme süreçlerinde bilginin ele alınış biçimini derinden etkilemektedir. Bu bağlamda Türk eğitim sisteminde de yapılandırmacı yaklaşımın ve bu yaklaşımı destekleyen öğrenci merkezli öğrenme, aktif öğrenme, eleştirel düşünme gibi çeşitli konu ve kavramların eğitimcilerin gündemini meşgul ettiği görülmektedir. Din eğitimi ve öğretimi süreçlerinin de bu gelişmelerden payına düşeni aldığını belirtmek gerekir. Gayet tabii bu paradigmatik değişimin öğrenme ortamlarına yansımasında öğretmenler önemli roller üstlenmektedirler. Bu çalışmanın temel motivasyonunu da din kültürü ve ahlak bilgisi dersi öğretmenlerinin epistemik yaklaşımları ve eleştirel düşünmeyle ilgili fikirlerinin öğrenme ortamlarına yansıma durumları oluşturmaktadır. Bu bağlamda araştırmanın temel problem sorusu; Ortaöğretim din kültürü ve ahlak bilgisi dersi öğretmenlerinin epistemik yaklaşım ve eleştirel düşünmeyle ilgili fikirlerini öğrenme ortamlarına yansıtma durumları nasıldır? şeklinde yapılandırılmıştır. Öğretmenlerin konu hakkındaki fikirlerinin derinlemesine ele alınması amaçlandığı için nitel araştırma yöntemlerine başvurulan araştırmada durum çalışması deseninden yararlanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmış; maksimum çeşitlilik ve zincir örnekleme yöntemleriyle ulaşılan öğretmenlerle mülakatlar gerçekleştirilmiştir. Elde edilen veriler, NVivo 11 Plus programıyla içerik analizine tabi tutulmuştur. Bu süreçte veriler; epistemik yaklaşım - ders işleme ilişkisi, eleştirel düşünme - ders işleme ilişkisi ile epistemik yaklaşım ve eleştirel düşünme - ölçme değerlendirme olmak üzere üç tema altında toplanmış; çeşitli kategori ve kodlar üzerinden analiz edilmiştir. Araştırma sonucunda öğretmenlerin epistemik yaklaşım ve eleştirel düşünme noktasında öğrencileri aktif kılacak yaklaşımlara sahip oldukları ve yeniliklere açık oldukları görülmüş; bununla birlikte öğrenci niteliği nedeniyle sahip oldukları yaklaşımları öğrenme ve öğretme süreçlerine istedikleri gibi aktaramadıkları anlaşılmıştır.

 Since the early 21st century, significant global transformations in educational paradigms have profoundly influenced the treatment of knowledge, particularly within learning processes. Within this framework, the constructivist approachalongside associated concepts such as student-centered learning, active learning, and critical thinkinghas gained prominence in the discourse of educators in the Turkish education system. These developments have also influenced religious education and training. Teachers are pivotal in mediating and implementing this paradigmatic shift within learning environments. This study primarily examines the epistemic approaches and critical thinking perspectives of religious culture and ethical knowledge teachers in learning environments. In this context, the main problem of the research is: How do secondary education religious culture and ethical knowledge course teachers reflect their ideas about epistemic approach and critical thinking in their learning environments? Since the research aimed to examine the teachers opinions on the subject in depth, qualitative research methods were used, and the case study design was utilized. The researcher developed a semi-structured interview form as the data collection tool. Teachers were selected through maximum variation and chain sampling methods, and interviews were conducted accordingly. Interviews were conducted with sixteen teachers working in Anatolian high schools, multi-program Anatolian high schools, science high schools, fine arts high schools, vocational high schools, and project schools. Interviews were conducted face-to-face with some of the teachers outside the school setting, while others were interviewed online via Google Meet. The interviews were conducted between November 29, 2023, and December 12, 2023. The data obtained were subjected to content analysis with the NVivo 11 Plus program. In the data analysis process, the teachers names were initially replaced with pseudonyms that reflected their gender. Following this process, the interview data of all teachers were reviewed individually, and descriptive coding was applied. After completing the coding process, the categorized data were recorded using pattern coding, one of the methods in the second coding cycle. At this stage, the categories created under the themes were reviewed internally, and the categories and codes were updated. In this context, some categories and codes were merged, some were deleted, and others were newly added. At this stage, all data were analyzed for the third time and finalized. In this process, the data were collected under three themes: epistemic approach - teaching a lesson relationship, critical thinking - teaching a lesson relationship, and epistemic approach and critical thinking - assessment and evaluation, and analyzed through various categories and codes. To ensure the scientific rigor of the research, the interviews were conducted by the researcher, participants with diverse characteristics were included, expert opinions were sought regarding the research, the data were described in detail, and the interviews were recorded. Teachers views on the relationship between the epistemic approach and teaching a lesson were categorized into four categories: discovering knowledge, contextual flexibility, the teacher presenting knowledge, and the structure of the lesson providing opportunities for both. Teachers views on the relationship between critical thinking and teaching a lesson were categorized into four categories: using the critical thinking approach, using rational justification, using rational justification, and the critical thinking approach together, and the situation changes depending on the student. Teachers views on the relationship between the epistemic approach, critical thinking, and assessment and evaluation processes were categorized into five categories: making exams that allow for critical thinking, making exams based on interpretation, not making exams based on interpretation, making exams based on knowledge, and making mixed exams. As a result of the research, it was observed that teachers adopt approaches that encourage students to be active in epistemic engagement and critical thinking and that they are open to innovations. However, it was also found that they struggle to fully implement these approaches in the learning and teaching processes due to students varying qualifications.

 Since the early 21st century, significant global transformations in educational paradigms have profoundly influenced the treatment of knowledge, particularly within learning processes. Within this framework, the constructivist approachalongside associated concepts such as student-centered learning, active learning, and critical thinkinghas gained prominence in the discourse of educators in the Turkish education system. These developments have also influenced religious education and training. Teachers are pivotal in mediating and implementing this paradigmatic shift within learning environments. This study primarily examines the epistemic approaches and critical thinking perspectives of religious culture and ethical knowledge teachers in learning environments. In this context, the main problem of the research is: How do secondary education religious culture and ethical knowledge course teachers reflect their ideas about epistemic approach and critical thinking in their learning environments? Since the research aimed to examine the teachers opinions on the subject in depth, qualitative research methods were used, and the case study design was utilized. The researcher developed a semi-structured interview form as the data collection tool. Teachers were selected through maximum variation and chain sampling methods, and interviews were conducted accordingly. Interviews were conducted with sixteen teachers working in Anatolian high schools, multi-program Anatolian high schools, science high schools, fine arts high schools, vocational high schools, and project schools. Interviews were conducted face-to-face with some of the teachers outside the school setting, while others were interviewed online via Google Meet. The interviews were conducted between November 29, 2023, and December 12, 2023. The data obtained were subjected to content analysis with the NVivo 11 Plus program. In the data analysis process, the teachers names were initially replaced with pseudonyms that reflected their gender. Following this process, the interview data of all teachers were reviewed individually, and descriptive coding was applied. After completing the coding process, the categorized data were recorded using pattern coding, one of the methods in the second coding cycle. At this stage, the categories created under the themes were reviewed internally, and the categories and codes were updated. In this context, some categories and codes were merged, some were deleted, and others were newly added. At this stage, all data were analyzed for the third time and finalized. In this process, the data were collected under three themes: epistemic approach - teaching a lesson relationship, critical thinking - teaching a lesson relationship, and epistemic approach and critical thinking - assessment and evaluation, and analyzed through various categories and codes. To ensure the scientific rigor of the research, the interviews were conducted by the researcher, participants with diverse characteristics were included, expert opinions were sought regarding the research, the data were described in detail, and the interviews were recorded. Teachers views on the relationship between the epistemic approach and teaching a lesson were categorized into four categories: discovering knowledge, contextual flexibility, the teacher presenting knowledge, and the structure of the lesson providing opportunities for both. Teachers views on the relationship between critical thinking and teaching a lesson were categorized into four categories: using the critical thinking approach, using rational justification, using rational justification, and the critical thinking approach together, and the situation changes depending on the student. Teachers views on the relationship between the epistemic approach, critical thinking, and assessment and evaluation processes were categorized into five categories: making exams that allow for critical thinking, making exams based on interpretation, not making exams based on interpretation, making exams based on knowledge, and making mixed exams. As a result of the research, it was observed that teachers adopt approaches that encourage students to be active in epistemic engagement and critical thinking and that they are open to innovations. However, it was also found that they struggle to fully implement these approaches in the learning and teaching processes due to students varying qualifications.

Article Details

Epistemic Approach and Critical Thinking in the Classroom Practices of Religion Teachers

Authors:

Şeyma Turan | Bayramali Nazıroğlu

Publisher:

Marmara University

Main Topics:

Din Eğitimi

Journal:

Marmara Üniversitesi İlahiyat Fakültesi Dergisi Vol.68 Issue 68, pp.221-252

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350906

pISSN:

1302-4973

Religious Education

Religious Culture and Ethical Knowledge Course Teacher

Epistemic Approach

Critical Thinking

ConstructivismDin Eğitimi

Din Kültürü ve Ahlak Bilgisi Dersi Öğretmeni

Epistemik Yaklaşım

Eleştirel Düşünme

Yapılandırmacılık

Issues

Article Details

Authors: Şeyma Turan | Bayramali Nazıroğlu

Publisher: Marmara University

Main Topics: Din Eğitimi

Journal: Marmara Üniversitesi İlahiyat Fakültesi Dergisi Vol.68 Issue 68, pp.221-252

Document Type: Article

Publication Date: 6/2025

Document Language: Turkish

Document ID (Org No.): 2001350906

pISSN: 1302-4973

Issues

Authors:

Şeyma Turan | Bayramali Nazıroğlu

Publisher:

Marmara University

Main Topics:

Din Eğitimi

Journal:

Marmara Üniversitesi İlahiyat Fakültesi Dergisi Vol.68 Issue 68, pp.221-252

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350906

pISSN:

1302-4973