Publication: Özel yetenekli lise öğrencilerinin dini konulara ilişkin görüşlerinin incelenmesi
Abstract
Türkiye’de özel yetenekli lise öğrencilerinin dini konularla ilgili soruları ile bu konulara ilişkin görüşlerinin tespit edilmeye çalışıldığı bu çalışma temel olarak iki bölümden oluşmaktadır. Birinci bölümde, özel yeteneklilik kavramı ve özel yetenekli bireylerin özellikleri, özel yetenekli bireylere sunulan din eğitimi imkânlarının Türkiye’de ve dünyada yapılan çalışmalar ekseninde değerlendirilmesi ele alınmıştır. Nitel araştırma yöntemleriyle yürütülen ikinci bölümde ise Kocaeli’nde Millî Eğitim Bakanlığı’na bağlı ortaöğretim kurumlarına ve Bilim ve Sanat Merkezlerine devam eden lise öğrencilerinden oluşan 2 farklı katılımcı grubuyla görüşme yapılmıştır. Görüşmelerden önce katılımcılara demografik bilgileri de içeren İhtiyaç Belirleme Formu uygulanmıştır. Görüşmede katılımcılara “Dini konulara yönelik ilgi ve sorgulama durumunuzu nasıl görüyorsunuz?” “Din Kültürü ve Ahlak Bilgisi derslerinde işlenen konular hakkında ne düşünüyorsunuz, ders içeriğini yeterli buluyor musunuz?” gibi sorulardan oluşan 11 açık uçlu soru sorulmuştur. Verilerin analiz ve modellenmesinde NVIVO 14 kullanılmıştır. Elde edilen bulgular literatürdeki çalışmalarla tartışılarak yorumlanmıştır. Araştırma bulgularına göre, katılımcıların tamamına yakınının dini konulara dair ilgi ve sorgulamalarının olduğu görülmüştür. Analizler sonucunda hem özel yetenekli lise öğrencilerinin hem de lise öğrencilerinin dini konulardaki ilgilerine dair ortaya çıkan tema ve alt temalarda herhangi bir farklılık oluşmadığı tespit edilmiştir. Araştırma sonuçlarının sorgulama sürecinde, “internet ve sosyal medya, anne ve aile büyükleri, arkadaşlar, DKAB öğretmeni” sorgulama sürecinin hem nedeni hem çözüm için başvuru kaynağı hem de değişik yönleriyle sürecin içinde bilgiye ulaşırken bir güçlük olarak görülmüştür. Katılımcılar sorgulama süreçleri çerçevesinde DKAB müfredatını önemli oranda yetersiz görürken DKAB öğretmenlerinin tutumlarını güçlü bir vurguyla olumlu görmektedirler. Katılımcıların en çok sorguladıkları dini konu alanları “İnanç” ve “Sosyal hayat” olmuştur.
This study, which aims to determine the questions and opinions of specially talented high school students in Turkey about religious issues, basically consists of two parts. In the first part, the concept of special talent and the characteristics of specially talented individuals, and the religious education opportunities offered to specially talented individuals in the context of studies conducted in Turkey and the world are discussed. In the second part, conducted with qualitative research methods, interviews were conducted with two different participant groups consisting of high school students attending secondary education institutions and Science and Art Centers affiliated with the Ministry of National Education in Kocaeli. Before the interviews, a Needs assesstment Form, including demographic information questions, was applied to the participants. During the interview, the participants were asked 11 affective questions as like as: “How do you see your interest and questioning of religious issues? “What do you think about the topics covered in Religious Culture and Ethics courses? Do you find the course content sufficient?”. NVIVO 14 program was used to analyze and model the data. The findings were interpreted by comparing with former studies in the literature. According to the research findings, it was seen that almost all of the participants had interests and questions about religious issues. As a result of the analysis, it was determined that there was no difference in the themes and sub-themes that emerged regarding the interests of both gifted high school students and high school students in religious issues. In the process of questioning the research results, “internet and social media, mothers and family elders, friends, RCE teachers”; were seen as both the reason for the questioning process, the source of reference for the solution, and a difficulty in accessing information in the process from different aspects. While the participants see the RCE curriculum as significantly inadequate within the framework of the questioning processes, they see the attitudes of the RCE teachers as strongly positive. The religious subject areas that the participants questioned most were “Faith” and “Social life”.
This study, which aims to determine the questions and opinions of specially talented high school students in Turkey about religious issues, basically consists of two parts. In the first part, the concept of special talent and the characteristics of specially talented individuals, and the religious education opportunities offered to specially talented individuals in the context of studies conducted in Turkey and the world are discussed. In the second part, conducted with qualitative research methods, interviews were conducted with two different participant groups consisting of high school students attending secondary education institutions and Science and Art Centers affiliated with the Ministry of National Education in Kocaeli. Before the interviews, a Needs assesstment Form, including demographic information questions, was applied to the participants. During the interview, the participants were asked 11 affective questions as like as: “How do you see your interest and questioning of religious issues? “What do you think about the topics covered in Religious Culture and Ethics courses? Do you find the course content sufficient?”. NVIVO 14 program was used to analyze and model the data. The findings were interpreted by comparing with former studies in the literature. According to the research findings, it was seen that almost all of the participants had interests and questions about religious issues. As a result of the analysis, it was determined that there was no difference in the themes and sub-themes that emerged regarding the interests of both gifted high school students and high school students in religious issues. In the process of questioning the research results, “internet and social media, mothers and family elders, friends, RCE teachers”; were seen as both the reason for the questioning process, the source of reference for the solution, and a difficulty in accessing information in the process from different aspects. While the participants see the RCE curriculum as significantly inadequate within the framework of the questioning processes, they see the attitudes of the RCE teachers as strongly positive. The religious subject areas that the participants questioned most were “Faith” and “Social life”.