Din kültürü ve ahlak bilgisi dersinde; 5. sınıf ünitelerinin yapılandırmacı yaklaşım ve çoklu zekâ kuramına göre hazırlanması
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Date
2009
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Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu çalışmada, 5. Sınıf İlköğretim Din Kültürü Ve Ahlak Bilgisi Dersleri'nde yer alan üniteler için Yapılandırmacı Yaklaşım ve Çoklu Zekâ Kuramına uygun etkinlikler geliştirilmiştir. Araştırma Din Kültürü Ve Ahlak Bilgisi Dersleri'nde öğrenci ve öğretmenlerin yaşadığı kaynak sorununu gidermek Din Kültürü Ve Ahlak Bilgisi Dersleri'ni daha zevkli hale getirmek için yapılmıştır. Yapılandırmacı Yaklaşım ve Çoklu Zekâ Kuramına uygun olarak hazırlanan etkinliklerin uygulama kısmında, bu etkinliklerin öğrenciler için uygun, kullanışlı ve faydalı olduğu görülmüştür. Geleneksel yöntemlerle işlenen derslerde farklı zeka alanlarını çalıştırmaya yönelik etkinliklere yer verilmediği, farklı ödev ve çalışmalarla öğrencinin yeteneklerinin geliştirilmediği saptanmıştır. Ayrıca klasik yöntemlerle öğretmenlerin Din Kültürü Ve Ahlak Bilgisi Derslerinde kullanmak üzere çeşitli materyalleri sınıf ortamına getiremediği ve dersin zevkli işlenemediği fark edilmiştir. Buna karşın Yapılandırmacı Yaklaşım ve Çoklu Zekâ Kuramına dayalı işlenen Din Kültürü Ve Ahlak Bilgisi Dersleri'nde, dersin oyun, drama, röportaj gibi etkinliklerle desteklenerek daha verimli olduğu gözlenmiştir. Bu kuramlara göre işlenen derslerde, öğrencilerin yetenekli oldukları alanların ön plana çıktığı gözlemlenmiş, bu derslerde öğrencilerin ders esnasında genel anlamda mutlu, öğrenmek için istekli ve meraklı, derse katılmak için aktif, derse gelirken heyecanlı oldukları görülmüştür. Yapılandırmacı Yaklaşım ve Çoklu Zekâ Kuramı bu yönüyle ele alındığında Din Kültürü Ve Ahlak Bilgisi Dersleri'nde uygulanabilir olduğu görülmüştür. Fakat bazı soyut kavramların somutlaştırılması noktasında kullanılması sakıncalı olabileceği sonucuna varılmıştır. Bu kuramı uygulayacak öğretmenlerin uygulama öncesinde hizmet içi eğitim faaliyetleriyle bilgilendirilmesi gerekmektedir. Ayrıca bu kuramın uygulanabilmesi için fiziki imkanların yeterli olması gerektiği, aksi takdirde çeşitli aksaklıkların olabileceği saptanmıştır. Bu sonuçlar ışığında hazırlanan materyallerin, Din Kültürü Ve Ahlak Bilgisi Dersleri'nde kullanmak için uygun olduğu ve kullanılabileceği sonucuna ulaşılmıştır.
In this study, the facilities in accordance with constructivist approach and multiple intelligence theory for the units at 5 year Primary Education Religion Culture and Ethics Knowledge course have been developed. The study has been done to remove source problem that students and teachers live at Religion Culture and Ethics Knowledge course and to make more enjoyable Religion Culture and Ethics Knowledge course. At the application section of facilities that were prepared in accordance with constructivist approach and multiple intelligence theory, it was seen that those facilities were available, useful and suitable for the students. It was determined that the facilities that lead to operate different intelligence areas won?t take place at the courses that are implemented through traditional methods and the abilities of students aren?t developed through different homework and studies. Also, it was observed that at the classical methods, the teachers cannot bring various materials to classroom as to be used at Religion Culture and Ethics Knowledge course and the course is not implemented enjoyably. On the other hand, at the Religion Culture and Ethics Knowledge courses that were implemented based to constructivist approach and multiple intelligence theory, it was observed that the course was more productive due to supporting with facilities as game, drama, and interview. At the courses that are implemented according to those theories, it was observed that the fields in which the students are capable was seen, the students are generally happy during course, ambitious to learn and curious, active to participate the course and exciting while coming to course. When the constructivist approach and multiple intelligence theory is considered regarding to this aspect, it was seen that it can be applicable at Religion Culture and Ethics Knowledge course. But it was concluded that it can be inconvenient at the point of concreting some abstract concepts. The teachers that will apply this theory should be informed through inner service education facilities before application of this theory. Also, the physical opportunities should be enough to apply this theory, otherwise it was determined that various troubles may be. It was concluded that the materials that were prepared under those results are available to be used at Religion Culture and Ethics Knowledge course and can be used.
In this study, the facilities in accordance with constructivist approach and multiple intelligence theory for the units at 5 year Primary Education Religion Culture and Ethics Knowledge course have been developed. The study has been done to remove source problem that students and teachers live at Religion Culture and Ethics Knowledge course and to make more enjoyable Religion Culture and Ethics Knowledge course. At the application section of facilities that were prepared in accordance with constructivist approach and multiple intelligence theory, it was seen that those facilities were available, useful and suitable for the students. It was determined that the facilities that lead to operate different intelligence areas won?t take place at the courses that are implemented through traditional methods and the abilities of students aren?t developed through different homework and studies. Also, it was observed that at the classical methods, the teachers cannot bring various materials to classroom as to be used at Religion Culture and Ethics Knowledge course and the course is not implemented enjoyably. On the other hand, at the Religion Culture and Ethics Knowledge courses that were implemented based to constructivist approach and multiple intelligence theory, it was observed that the course was more productive due to supporting with facilities as game, drama, and interview. At the courses that are implemented according to those theories, it was observed that the fields in which the students are capable was seen, the students are generally happy during course, ambitious to learn and curious, active to participate the course and exciting while coming to course. When the constructivist approach and multiple intelligence theory is considered regarding to this aspect, it was seen that it can be applicable at Religion Culture and Ethics Knowledge course. But it was concluded that it can be inconvenient at the point of concreting some abstract concepts. The teachers that will apply this theory should be informed through inner service education facilities before application of this theory. Also, the physical opportunities should be enough to apply this theory, otherwise it was determined that various troubles may be. It was concluded that the materials that were prepared under those results are available to be used at Religion Culture and Ethics Knowledge course and can be used.
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Ahlak bilgisi, Moral knowledge, Din eğitimi, Religious education, Yapılandırmacı öğrenme, Constructivist learning
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Güçlüer, M. N. (2009). Din kültürü ve ahlak bilgisi dersinde; 5. sınıf ünitelerinin yapılandırmacı yaklaşım ve çoklu zekâ kuramına göre hazırlanması. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
