TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFZ409 |
| Name | Teaching of Religious Culture and Moral Education |
| Term | 2026-2027 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. MUZAFFER SENCER ÖZSEZER |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
To explain the social and pedagogical value of religion and to equip students with the knowledge and skills necessary to successfully teach Primary Level Religious Culture and Ethics (DKAB) courses.
Course Content
The course covers the basic theoretical framework of religious education, religious developmental processes, and theories of religious development. In addition, the structure, approach, learning domains, learning outcomes, and assessment and evaluation dimensions of the primary school Religious Culture and Ethics curriculum are examined. The course aims to develop students’ skills in analyzing and interpreting the curriculum and adapting it to classroom practices. Within the scope of the course, students are also expected to acquire basic competencies in preparing lesson plans appropriate for the primary school level and in instructional practices.
Course Precondition
No prerequisites are required.
Resources
4-8. Sınıf Din Kültürü ve Ahlak Bilgisi Öğretim Programı, MEB. Din Kültürü ve Ahlak Bilgisi Öğretim Programı (4-8)
Notes
Çocukluk Dönemi Din Eğitimi, Mustafa Köylü& Cemil Oruç, Nobel Yayınları,2022.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | It explains in detail the processes of religious development and the fundamental theories that explain these processes (cognitive, psychosocial, and developmental approaches), and establishes their relationship with religious education. |
| LO02 | It analyzes the religious development characteristics of primary school students and evaluates the effects of these characteristics on the religious education process at an academic level. |
| LO03 | This document comprehensively explains the fundamental approach, structure, learning areas, and outcomes of the Religious Culture and Moral Education curriculum. |
| LO04 | This study critically analyzes the Religious Culture and Ethics curriculum and interprets and discusses its implications for classroom teaching practices on a scientific basis. |
| LO05 | They prepare lesson plans suitable for the primary school level, select appropriate teaching methods and techniques, and effectively structure and implement the religious education process. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 1 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 5 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 1 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 1 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 1 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 4 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 3 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The course is introduced, and the general framework of the course is explained to the students by discussing the basic purpose, scope, and place of religious education within faculties of education in detail. | No prior preparation is required. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The fundamental concepts of religious education—religion, education, instruction, and religious culture—are examined at both theoretical and conceptual levels, and their relationships are explained and discussed. | By reviewing the topic, she comes to class prepared. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | The fundamental characteristics of religious development are examined within the context of childhood, and how belief and value development takes shape during this period is evaluated from theoretical and developmental perspectives. | The student comes to class prepared by reviewing the basic concepts of religious education. | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 4 | This course introduces theories of religious development, presenting major theoretical approaches and systematically examining their relationship to religious education, supported by examples. | By reviewing the general characteristics of religious development, he/she comes prepared for the lesson. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 5 | Within the framework of cognitive development theory, how children's understanding of religion develops is explained, and the influence of mental processes on the formation of religious concepts is discussed in detail. | She comes to class prepared by reviewing theories of religious development. | Öğretim Yöntemleri: Grup Çalışması |
| 6 | The relationship between an individual's social environment and their religious development is explained using psychosocial development theory, and its implications for religious education are evaluated. | By reviewing the processes of cognitive development and the formation of religious concepts, the student comes to class prepared. | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 7 | The topic of individual differences in religious development is addressed, and the effects of variations in students' religious perception and belief development on the educational process are examined with examples. | The student comes to class prepared by reviewing the relationship between an individual's social environment and religious development. | Öğretim Yöntemleri: Tartışma, Problem Çözme |
| 8 | Mid-Term Exam | An assignment will be given on all the topics covered. | Ölçme Yöntemleri: Ödev |
| 9 | The general structure and philosophy of the Religious Culture and Ethics curriculum are examined, and its fundamental approach and educational philosophy are analyzed in detail within a theoretical framework. | By reviewing the topic of individual differences in religious development, the student comes to class prepared. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 10 | The learning areas and outcomes included in the Religious Culture and Ethics curriculum are discussed in detail, and the program's target structure and content organization are explained. | By examining the structure of the Religious Culture and Ethics curriculum, the student comes to class prepared. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 11 | The methods and techniques used in Religious Culture and Ethics education are examined, and teaching strategies that can be used in classroom applications are evaluated and discussed with examples. | It analyzes the learning outcomes included in the Religious Culture and Ethics curriculum. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 12 | Measurement and evaluation approaches | By reviewing the topic, she comes to class prepared. | Öğretim Yöntemleri: Grup Çalışması |
| 13 | Examples of lesson plan preparation and implementation. | They prepare a sample lesson plan. | Öğretim Yöntemleri: Beyin Fırtınası, Anlatım |
| 14 | A general evaluation of the Religious Culture and Ethics curriculum is conducted, and the theoretical and practical knowledge learned during the course is reviewed holistically. | She comes to class prepared by reviewing the general topics. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | Overall evaluation, application presentations, and closing. | By reviewing the topic, she comes to class prepared. | Öğretim Yöntemleri: Tartışma, Altı Şapka |
| 16 | Term Exams | He/She studies all subjects. | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | He/She studies all subjects. | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 1 | 14 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 3 | 3 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 2 | 2 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 63 | ||
| Total Workload / 25 (h) | 2,52 | ||
| ECTS | 3 ECTS | ||