Evaluation of Religious Culture and Moral Knowledge Course from the Perspectıve of Science High School Students - A Qualitative Research

Yasemin Özbek Çaloğlu; Semra Çinemre

Article Details

Evaluation of Religious Culture and Moral Knowledge Course from the Perspectıve of Science High School Students - A Qualitative Research

Authors:

Yasemin Özbek Çaloğlu | Semra Çinemre

Publisher:

Recep Tayyip Erdoğan University

Main Topics:

Dini Araştırmalar (Diğer)

Journal:

Rize İlahiyat Dergisi Issue 28, pp.247-262

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340713

pISSN:

2980-0331

Keywords:

Abstract:

 Science high schools are secondary education institutions in Turkey to identify students who are successful in the fields of science and mathematics and to enable them to grow up as scientists. Students at these schools may pay less attention to some social field courses. One of these courses is the Religious Culture and Moral Knowledge RCMK course. In this study, it is aimed to evaluate the RCMK course from the perspective of science high school students. In line with this purpose, the problem statement of the study was determined as follows: What are the perceptions and expectations of science high school students regarding the RCMK course? In the study, case study, one of the qualitative research designs, was preferred and the data was obtained through a semi-structured interview form. The study group of the research is 12 students of 12th grade of Ünye Science High School. The data was collected in the spring semester of the 2023-2024 academic year and analyzed with content analysis. At the end of the study, it was determined that half of the science high school students who constituted the research group had positive perceptions about the course, while the other half had negative perceptions. Similarly, it was revealed that half of the participants were of the opinion that the course met their expectations, two participants were of the opinion that it did not meet their expectations, and three participants were of the opinion that it partially met their expectations. Positive perceptions about the course are that it is a course where they can easily share their questions and opinions and their questions are answered by the teacher, the importance, benefit and necessity of the course. Negative perceptions about the course are as follows: it is based on memorization and conceptual emphasis, surah memorization is required, it does not focus on interpretation and meaning, similar subjects are covered every year, the course should be optional, it should include different religions, it should be a more objective, intriguing and popular course. At the research, it was seen that some science high school students questioned some controversial issues related to religion, but criticized the fact that such topics were not included in the course. It has been determined that science high school students are confused about controversial issues related to religion, have difficulty understanding the events in Islamic history from todays perspective and finding them applicable as a young person in our age, expect the issues related to religion to be grounded in reason and be based on an explanation, and generally want to see such issues in the course. At the research, the most intense expectation of half of the science high school students from the course is to learn about other religions and religious views. In this context, participants who have a negative perception of the course expect the course to encompass not only Islam and Muslims, but also other religions and followers of religions. It has been determined that participants who have negative perceptions about the course find some aspects of the course positive, while students whose general perception about the course is positive emphasize some of the shortcomings of the course and aspects that need to be improved.

 Science high schools are secondary education institutions in Turkey to identify students who are successful in the fields of science and mathematics and to enable them to grow up as scientists. Students at these schools may pay less attention to some social field courses. One of these courses is the Religious Culture and Moral Knowledge RCMK course. In this study, it is aimed to evaluate the RCMK course from the perspective of science high school students. In line with this purpose, the problem statement of the study was determined as follows: What are the perceptions and expectations of science high school students regarding the RCMK course? In the study, case study, one of the qualitative research designs, was preferred and the data was obtained through a semi-structured interview form. The study group of the research is 12 students of 12th grade of Ünye Science High School. The data was collected in the spring semester of the 2023-2024 academic year and analyzed with content analysis. At the end of the study, it was determined that half of the science high school students who constituted the research group had positive perceptions about the course, while the other half had negative perceptions. Similarly, it was revealed that half of the participants were of the opinion that the course met their expectations, two participants were of the opinion that it did not meet their expectations, and three participants were of the opinion that it partially met their expectations. Positive perceptions about the course are that it is a course where they can easily share their questions and opinions and their questions are answered by the teacher, the importance, benefit and necessity of the course. Negative perceptions about the course are as follows: it is based on memorization and conceptual emphasis, surah memorization is required, it does not focus on interpretation and meaning, similar subjects are covered every year, the course should be optional, it should include different religions, it should be a more objective, intriguing and popular course. At the research, it was seen that some science high school students questioned some controversial issues related to religion, but criticized the fact that such topics were not included in the course. It has been determined that science high school students are confused about controversial issues related to religion, have difficulty understanding the events in Islamic history from todays perspective and finding them applicable as a young person in our age, expect the issues related to religion to be grounded in reason and be based on an explanation, and generally want to see such issues in the course. At the research, the most intense expectation of half of the science high school students from the course is to learn about other religions and religious views. In this context, participants who have a negative perception of the course expect the course to encompass not only Islam and Muslims, but also other religions and followers of religions. It has been determined that participants who have negative perceptions about the course find some aspects of the course positive, while students whose general perception about the course is positive emphasize some of the shortcomings of the course and aspects that need to be improved.

 Science high schools are secondary education institutions in Turkey to identify students who are successful in the fields of science and mathematics and to enable them to grow up as scientists. Students at these schools may pay less attention to some social field courses. One of these courses is the Religious Culture and Moral Knowledge RCMK course. In this study, it is aimed to evaluate the RCMK course from the perspective of science high school students. In line with this purpose, the problem statement of the study was determined as follows: What are the perceptions and expectations of science high school students regarding the RCMK course? In the study, case study, one of the qualitative research designs, was preferred and the data was obtained through a semi-structured interview form. The study group of the research is 12 students of 12th grade of Ünye Science High School. The data was collected in the spring semester of the 2023-2024 academic year and analyzed with content analysis. At the end of the study, it was determined that half of the science high school students who constituted the research group had positive perceptions about the course, while the other half had negative perceptions. Similarly, it was revealed that half of the participants were of the opinion that the course met their expectations, two participants were of the opinion that it did not meet their expectations, and three participants were of the opinion that it partially met their expectations. Positive perceptions about the course are that it is a course where they can easily share their questions and opinions and their questions are answered by the teacher, the importance, benefit and necessity of the course. Negative perceptions about the course are as follows: it is based on memorization and conceptual emphasis, surah memorization is required, it does not focus on interpretation and meaning, similar subjects are covered every year, the course should be optional, it should include different religions, it should be a more objective, intriguing and popular course. At the research, it was seen that some science high school students questioned some controversial issues related to religion, but criticized the fact that such topics were not included in the course. It has been determined that science high school students are confused about controversial issues related to religion, have difficulty understanding the events in Islamic history from todays perspective and finding them applicable as a young person in our age, expect the issues related to religion to be grounded in reason and be based on an explanation, and generally want to see such issues in the course. At the research, the most intense expectation of half of the science high school students from the course is to learn about other religions and religious views. In this context, participants who have a negative perception of the course expect the course to encompass not only Islam and Muslims, but also other religions and followers of religions. It has been determined that participants who have negative perceptions about the course find some aspects of the course positive, while students whose general perception about the course is positive emphasize some of the shortcomings of the course and aspects that need to be improved.

 Fen liseleri ülkemizde fen ve matematik alanlarında başarılı olan öğrencilerin belirlenmesi ve bilim insanı olarak yetişmelerini sağlamak amacıyla kurulmuş olan ortaöğretim kurumlarıdır. Bu okullarda öğrenciler bazı sosyal alan derslerine daha az önem gösterebilmektedir. Bu derslerden biri de Din Kültürü ve Ahlak Bilgisi DKAB dersidir. Bu noktada, dersin öğrenciler tarafından nasıl algılandığı ve dersten beklentilerinin neler olduğunun tespit edilmesi, ardından buna uygun olarak daha ilgi çekici, sevilen, beklentilere uygun ve ihtiyaç odaklı bir dersin nasıl geliştirilebileceğinin ortaya konulması öğrenci merkezli bir eğitim için son derece önemlidir. Bu çalışmada DKAB dersinin fen lisesi öğrencilerinin gözünden değerlendirilmesi amaçlanmıştır. Bu amaç doğrultusunda çalışmanın problem durumu şu şekilde belirlenmiştir: Fen lisesi öğrencilerinin DKAB dersine ilişkin algıları ve beklentileri nasıldır?. Çalışmada nitel araştırma desenlerinden durum çalışması tercih edilmiş, veriler yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiştir. Araştırmanın çalışma grubu Ordu ili Ünye ilçesi Ünye Fen Lisesinin 12. sınıf düzeyi öğrencilerinden 12 kişidir. Veriler 2023-2024 eğitim-öğretim yılı bahar döneminde toplanmış ve içerik analiziyle çözümlenmiştir. Çalışmanın sonunda araştırma grubunu oluşturan fen lisesi öğrencilerinin yarısının DKAB dersine ilişkin algılarının olumlu, diğer yarısının ise olumsuz olduğu tespit edilmiştir. Benzer şekilde katılımcıların yarısının dersin kendi beklentilerine karşılık verdiği, iki katılımcının vermediği, üç katılımcının ise kısmen karşılık verdiği görüşünde olduğu ortaya konulmuştur. Derse ilişkin olumlu algılar dersin önemi, yararı ve gereği yönünde iken olumsuz algılar; ezbere dayalı ve kavramsal ağırlıkta olması, sure ezberlerinin yaptırılması, yoruma ve anlama odaklanılmaması, her yıl benzer konuların işlenmesi, dersin seçmeli olması gerektiği, farklı konuları ve dinleri de kapsaması gerektiği, daha objektif, merak uyandıran ve sevilen bir ders olması gerektiği yönündedir. Araştırmada bazı fen lisesi öğrencileri Kurana göre kadın-erkek, Hz. Peygamberin hayatına ilişkin bazı meseleler, Hz. Ayşenin evlilik yaşı, günümüzde İslam dünyasındaki savaşlar ve çatışmalar, metafizik konular, din-bilim ilişkisi gibi bazı konuları merak ettiklerini ve sorguladıklarını, ancak DKAB dersinde bu tür konuların ya yer almadığını ya da çok kısıtlı yer aldığını belirtmiştir. Fen lisesi öğrencilerinin dine ilişkin tartışmalı konularda kafa karışıklığı yaşadığı, İslam tarihindeki olayları çağımızdaki bir genç olarak bugünün perspektifinden anlamakta ve uygulanabilir bulmakta zorluk yaşadığı, dine ilişkin konuları akılla temellendirme ve mutlaka bir izaha dayandırmayı beklediği ve genel olarak bu tür konuları DKAB dersinde görmek istediği sonucuna varılmıştır. Katılımcıların yarısının DKAB dersinden en yoğun beklentisi diğer dinleri ve dinî görüşleri de öğrenmektir. Bu kapsamda özellikle derse yönelik algısı olumsuz olan katılımcılar, dersin muhteva olarak yalnızca İslamı değil, diğer dinleri de kuşatmasını beklemektedir. Derse yönelik algısı olumlu ve olumsuz olan tüm fen lisesi öğrencilerinin DKAB dersine yönelik algılarının tümüyle reddedicitepkisel veya pozitif olmadığı görülmüştür. Bu bağlamda derse yönelik algıları olumsuz olan katılımcıların derse ilişkin bazı açılardan olumlu buldukları özellikler olduğu; derse yönelik genel algısı olumlu olan öğrencilerin de dersin birtakım eksiklerini, geliştirilmesi gereken yönlerini vurguladığı tespit edilmiştir. Dolayısıyla öğrencilerin görüş ve beklentileri doğrultusunda dersin geliştirilmesi ile hedef kitleye daha etkin bir şekilde hitap eden bir ders sunmak mümkün görünmektedir. Bu bakımdan çalışmada DKAB derslerinin fen lisesi öğrencilerinin görüşleri doğrultusunda geliştirilmesine yönelik birtakım önerilerde bulunulmuştur.

Article Details

Evaluation of Religious Culture and Moral Knowledge Course from the Perspectıve of Science High School Students - A Qualitative Research

Authors:

Yasemin Özbek Çaloğlu | Semra Çinemre

Publisher:

Recep Tayyip Erdoğan University

Main Topics:

Dini Araştırmalar (Diğer)

Journal:

Rize İlahiyat Dergisi Issue 28, pp.247-262

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340713

pISSN:

2980-0331

Religious Education

Religious Culture and Moral Knowledge Course

Science High School Students

Student OpinionsDin Eğitimi

Din Kültürü ve Ahlak Bilgisi Dersi

Fen Lisesi Öğrencileri

Öğrenci Görüşleri

Issues

Article Details

Authors: Yasemin Özbek Çaloğlu | Semra Çinemre

Publisher: Recep Tayyip Erdoğan University

Main Topics: Dini Araştırmalar (Diğer)

Journal: Rize İlahiyat Dergisi Issue 28, pp.247-262

Document Type: Article

Publication Date: 4/2025

Document Language: Turkish

Document ID (Org No.): 2001340713

pISSN: 2980-0331

Issues

Authors:

Yasemin Özbek Çaloğlu | Semra Çinemre

Publisher:

Recep Tayyip Erdoğan University

Main Topics:

Dini Araştırmalar (Diğer)

Journal:

Rize İlahiyat Dergisi Issue 28, pp.247-262

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340713

pISSN:

2980-0331