Publication: Kelile ve Dimne'deki masalların 4. sınıf din kültürü ve ahlak bilgisi derslerinde örnek olay yöntemi ile kullanılması
Abstract
Kelile ve Dimne'deki masalların 4. sınıf din kültürü ve ahlak bilgisi derslerinde örnek olay yöntemi ile kullanılması Değer temelli yaklaşımı, beceri çerçevesi ve bütüncül eğitim anlayışı ile öne çıkan Türkiye Yüzyılı Maarif Modeli kapsamında güncellenen Din Kültürü ve Ahlak Bilgisi (DKAB) dersi öğretim programında; masal, hikâye gibi yardımcı materyallerin derslerde kullanılması tavsiye edilmektedir. Bu bağlamda, evrensel değerleri barındıran; alegorik ve veciz ifadeleri bulunan; pekiştirici, açıklayıcı ve çerçeveli anlatım şekillerinin yer aldığı ve kahramanlarının çoğu hayvanlardan oluşan Kelile ve Dimne’deki masalların, 4. sınıf DKAB derslerinde örnek olay yöntemiyle kullanılabilirliğini ortaya çıkarmak amacıyla bu çalışma hazırlanmıştır. Bu çerçevede literatür taraması yapılmış ve doküman inceleme ile içerik analizi yöntemi kullanılmıştır. Birinci bölümde eserin değeri, tercüme süreci, şekil ve içerik boyutları ele alınmış; ikinci bölümde masal, değer ve örnek olay yönteminin kavramsal çerçevesi çıkarılmış; üçüncü bölümde Türkiye Yüzyılı Maarif Modeli kapsamında güncellenen DKAB öğretim ncelenmiş, değerlerin 4-8. sınıf düzeyinde ve 4. sınıf ünitelerinde dağılımı tablo halinde verilmiştir. Bununla birlikte seçilen 30 masal; programdaki değerler, anahtar kavramlar ve 4. sınıf öğrenme çıktıları açısından değerlendirilmiştir. 30 masal üzerinden programda belirlenen 20 değerin dağılımı tablo halinde verilmiş ve masalların örnek olay yöntemiyle ders akışına nasıl entegre edileceğine dair programla uyumlu 5 örnek işleyiş tasarlanmıştır. Böylelikle öğrencilerin güvenli bir sınıf ortamında, yaşamda karşılaşabilecekleri sorunları tecrübe etmeleri; derinlemesine düşünme, araştırma, tartışma ve karar verme becerilerini geliştirmeleri; etkili, kalıcı ve verimli öğrenmeyi gerçekleştirmeleri hedeflenmektedir. Bu çalışmalar neticesinde Kelile ve Dimne’deki masalların, 4. sınıf DKAB derslerinde örnek olay yöntemiyle kullanılabilirliği ortaya çıkarılmış ve bu araştırma kapsamının, farklı sınıf düzeyleri ve öğretim yöntemleri ile geliştirilerek ele alınması önerilmiştir.
Using the tales from Kalile and Dimne in 4th grade religious culture and moral knowledge courses with the case study method In the Religious Culture and Moral Knowledge course curriculum, which was updated whitin the scope of the Turkey Century Education Model, which stands out with its value-based approach, skill framework and holistic education approach, the use of supplementary materials such as fairy tales and stories is recommended in the lessons. In this context, this study was designed to explore the applicability of the tales in Kalila and Dimna-which embody universal values, contain allegorical and concise expressions, incorporate reinforcing, explanatory and framed narrative forms and feature mostly animal characters-in 4th-grade Religious Knowledge (DKAB) courses using the case study method. Within this framework, a literature review was conducted and textual analysis was employed. In the first part, the value of the work, its translation process and its form and content dimensions were discussed; in the second part, the conceptual framework of the tale, value and case study method was established; in the third part, the updated DKAB curriculum whitin the scope of the Turkey Century Education Model was examined and then the distribution of values at the 4th-8th grade level and in the 4th grade units was given in a table and the 30 selected tales were evaluated in terms of the values in the program, key consepts and 4th grade learning outcomes. As a result, the distribution of 20 values determined in the program across 30 fairy tales was talulated and five sample procedures aligned with the program were designed to demonstrate how fairy tales could be integrated into the course flow using the case study method. This approach aims to provide students with the opportunity to experience the problems they may encounter in real life in a safe classroom environment; to developt their skills in deep thinking, research, discussion and decision-making and to achieve effective, lasting and productive learning. As a result of these studies, the feasibility of using the case study method in fourth-grade Religious Knowledge (DKAB) courses has been demonstrated. It is recommended that this study be expanded and addressed with different grade levels and teaching methods.
Using the tales from Kalile and Dimne in 4th grade religious culture and moral knowledge courses with the case study method In the Religious Culture and Moral Knowledge course curriculum, which was updated whitin the scope of the Turkey Century Education Model, which stands out with its value-based approach, skill framework and holistic education approach, the use of supplementary materials such as fairy tales and stories is recommended in the lessons. In this context, this study was designed to explore the applicability of the tales in Kalila and Dimna-which embody universal values, contain allegorical and concise expressions, incorporate reinforcing, explanatory and framed narrative forms and feature mostly animal characters-in 4th-grade Religious Knowledge (DKAB) courses using the case study method. Within this framework, a literature review was conducted and textual analysis was employed. In the first part, the value of the work, its translation process and its form and content dimensions were discussed; in the second part, the conceptual framework of the tale, value and case study method was established; in the third part, the updated DKAB curriculum whitin the scope of the Turkey Century Education Model was examined and then the distribution of values at the 4th-8th grade level and in the 4th grade units was given in a table and the 30 selected tales were evaluated in terms of the values in the program, key consepts and 4th grade learning outcomes. As a result, the distribution of 20 values determined in the program across 30 fairy tales was talulated and five sample procedures aligned with the program were designed to demonstrate how fairy tales could be integrated into the course flow using the case study method. This approach aims to provide students with the opportunity to experience the problems they may encounter in real life in a safe classroom environment; to developt their skills in deep thinking, research, discussion and decision-making and to achieve effective, lasting and productive learning. As a result of these studies, the feasibility of using the case study method in fourth-grade Religious Knowledge (DKAB) courses has been demonstrated. It is recommended that this study be expanded and addressed with different grade levels and teaching methods.