İslam Din Eğitiminde Eşik Kavramlar ve Kavramsal Netlik: Öğretmen Yetiştirme İçin Pedagojik Bir Perspektif

Öz

Bu araştırma, pedagojik muhakemeyi geliştirmek amacıyla tasarlanmış bütünleyici bir çerçeve önererek, din eğitimi öğretmen yetiştirme programlarında eşik kavramların işlevselleştirilmesini incelemektedir. Öğretmen adayları, doğası gereği soyut, değer yüklü ve epistemolojik açıdan yoğun olan “sorunlu bilgi” ile sıklıkla karşılaşmakta ve bu durum söz konusu kavramların sınıf ortamına etkili biçimde aktarılmasını güçleştirmektedir. Meyer ve Land’in Eşik Kavramlar Teorisi (EKT), bu tür kavramsal eşiklerin dönüştürücü potansiyeline ışık tutmakla birlikte bunların İslam Din Eğitimi bağlamında pedagojik olarak nasıl yapılandırılacağına dair metodolojik yollar sunma noktasında sınırlı kalmaktadır. Bu kuramsal boşluğu gidermek amacıyla çalışmada, dini içeriğin ontolojik, epistemolojik ve normatif katmanlarını ele almayı mümkün kılan ve Selçuk tarafından geliştirilen Kavramsal Netlik Modeli (KNM) çok boyutlu bir araç olarak kullanılmıştır. EKT ile KNM’nin sentezlenmesi yoluyla, yalnızca kuramsal bir eşleştirmeyle yetinmeyen aynı zamanda kavramsal aracılık için de yapılandırılmış bir yol sunan temellendirilmiş bir çerçeve geliştirilmiştir. Bu yaklaşım, İslam teolojisinde merkezi bir yere sahip olmakla birlikte pedagojik açıdan karmaşık görünen ilahi adalet ve ahiret kavramlarının ayrıntılı analizi üzerinden gösterilmiştir. Bulgular, İslam Din Eğitiminde Kavramsal Netlik Modeli ile Eşik Kavramlar Teorisinin birlikte işe koşulmasının bilişsel erişilebilirliği ve öğretimsel uyumu doğrudan desteklediğini ortaya koymaktadır. Sonuç olarak bu çalışma, din eğitimi öğretmen adaylarının soyut ve değer yüklü teolojik kavramları pedagojik olarak anlamlandırmalarını destekleyen, kavramsal açıklık ve öğretimsel güven geliştirmeye yönelik temellendirilmiş bir yaklaşım sunmaktadır.

Anahtar Kelimeler

• Din Eğitimi
• İslam Din Eğitimi
• Eşik Kavramlar Teorisi
• Kavramsal Netlik Modeli
• Kavramsal Zorluk
• Dönüştürücü Öğrenme
• Pedagojik Muhakeme.

Threshold Concepts and Conceptual Clarity in Islamic RE: A Pedagogical Perspective for Teacher Preparation

Öz

This research investigates the operationalization of threshold concepts within religious education teacher training by proposing an integrative framework designed to enhance pedagogical reasoning. Prospective teachers often grapple with ‘troublesome knowledge’—concepts that are inherently abstract, value-laden, and epistemologically dense—which complicates their transformation into effective classroom instruction. While Meyer and Land’s Threshold Concepts Theory (TCT) illuminates the transformative potential of these conceptual barriers, it offers limited guidance on the methodological pathways for their pedagogical scaffolding within the specific context of Islamic Religious Education. To address this theoretical gap, the study utilizes Selçuk’s Conceptual Clarity Model (CCM) as a multidimensional tool to navigate the ontological, epistemological, and normative layers of religious content. By synthesizing TCT and CCM, the study develops a grounded framework that moves beyond mere theoretical alignment to offer a structured path for conceptual mediation. This approach is demonstrated through a detailed analysis of the concepts of divine justice and the afterlife. These concepts are central to Islamic theology yet pedagogically intricate. The findings suggest that the integrated application of the Conceptual Clarity Model and Threshold Concepts Theory within Islamic Religious Education offers a viable path to enhance both cognitive accessibility and instructional alignment. Consequently, this study proposes a grounded framework that aims to empower prospective Religious Education teachers in navigating abstract, value-laden theological concepts, thereby fostering pedagogical clarity and instructional confidence in the classroom.

Anahtar Kelimeler

• Religious Education
• Islamic Religious Education
• Threshold Concepts Theory
• Conceptual Clarity Model
• Conceptual Difficulty
• Transformative Learning
• Pedagogical Reasoning.

Kaynakça

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