Dini Metinlerle İletişimde Anlama Odakli Bir Yöntem: Soru Sorma ve “Doğru” Sorulara Ulaşma

Yıl 2018, , 39 - 60, 15.12.2018

Betül Zengin

https://doi.org/10.15745/da.493454

Cited By: 1

Öz

Dinî metinlere soru sorma ve muhtevayı sorgulama, anlama odaklı bir din eğitimi için önemli etkenler arasında yer almaktadır. Buna bağlı olarak hangi tür soruların kalıcı öğrenmeye imkân tanıdığı, hangilerinin ise anlamaya katkısının sınırlı olduğunun belirlenmesi gerekmektedir. Bir sosyal bilim dalı olan din eğitiminde anlamın açığa çıkarılması için öğrencilerin bireysel yorumlarına alan açacak soruların kullanılması işlevsel olacağı söylenebilir. Bu sorular ise daha ziyade açık uçlu sorular olup öğrencilerin yorumlama ve değerlendirme yapmalarına fırsat sunan üst düzey bilişsel sorulardır. Bununla birlikte öğrenciler Kur’an metniyle en sağlıklı iletişimi ona yöneltecekleri bağlamsal ve varoluşsal sorular sayesinde kurabilirler. 

Anahtar Kelimeler

Anlama, Din Eğitimi, Doğru Soru, Dinî Metin

An Understanding Focused Method in Communication with Religious Texts: Asking Question and Reaching “Right” Questions

Öz

One of the primary goals of Religious Education is to make students come together with Qur’an text and religious content seamlessly. In order to reach this goal, religious educators usually support students to have the knowledge of the text and sometimes students only memorize the content. But although “knowing” and “memorizing” stages are important for educational processes, they are not functional enough in the long term. For providing a permanent learning, students should also “understand” the text. Besides, students cannot create their own ideas and interpretations by the ways of knowing and memorizing. Because they can achieve to make their “own” senses only by their understanding. For these reasons, setting “understanding” as a goal for RE and defining the bases of an “understanding focused religious education” are an important responsibility of all.

There are lots of bases for understanding focused religious education. One of them is “asking question”. Asking question to the religious texts and questioning the content have crucial effects for understanding processes due to their role of being a chance for having a dialogue with the text and its author. Therefore, it is necessary to determine which types of questions are useful for permanent learning and which types of contributions to understanding are limited. In Religious Education which is a social discipline, in order to reveal the meaning, the questions that are convenient to open a field for individual interpretations of the students can be functional. These questions are mostly open-ended questions and high level cognitive questions offering students an opportunity for their ownevaluations. However, students can establish the healthiest communication with Qur’an text and religious content through contextual and existential questions that they will pose to them.

Anahtar Kelimeler

Understanding, Religious Education, Right Questions, Religious Text

Kaynakça

• Anderson, Lorin W. (1999). “Rethinking Bloom's Taxonomy: Implications for Testing and Assessment”. Educational Resources Information Center (ERIC). ED 435 630: 1-24.
• Anderson, Lorin W. ve Krathwohl, David R. (2001). A Taksonomy for Learning, Teaching and Assessin. Edt: Lorin W. Anderson vd., U.S.A: Longman Publishing.
• Aydın, Hasan. “Sokrates’in Felsefesi Işığında Sokratik Yönteme Analitik Bir Yaklaşım”, Erişim Linki: http://turkoloji.cu.edu.tr/GENEL/hasan_aydin_sokratik_yontem.pdf, Erişim Tarihi: 03.11.2018.
• Bay, Neslihan (2011). Okul Öncesi Öğretmenlerine Verilen Soru Sorma Becerisi Öğretiminin Etkisinin İncelenmesi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.Yayınlanmamış Doktora Tezi. Ankara.Blaz, Deborah (2013). Differentiated Instruction: A Guide for Foreign Language Teachers. U.S.A: Routledge Publishing.
• Bloom, Benjamin S. (1956). Taxonomy of Educational Objectives The Classification of Educational Goals. U.S.A: Longman Publishing.
• Blosser, Patricia E. (1991). “How To Ask Right Questions”, The National Science Teachers Association. U.S.A.
• Brookhart, Susan M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. Virginia: ASCD Publishing.
• Browne, M. Neil ve Keeley, Stuart M. (2007). Asking the Right Questions. New Jersey Pearson Publishing.
• Büyükalan, Filiz, Sevil (2002). Soru-Cevap Yöntemine İlişkin Öğretimin Öğretmenlerin Soru Sorma Düzeyi ve Tekniklerine Etkisi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. Yayınlanmamış Doktora Tezi. Ankara.Conklin, Wendy (2007). Instructional Strategies for Diverse Learners. U.S.A: Shell Education Publishing.
• Conklin, Wendy (2012). Strategies for Developing Higher-Order Thinking Skills. U.S.A: Shell Education Publishing.
• Fusco, Esther (2012). Effective Questioning Strategies in the Classroom. New York: Teachers College Press.
• Gadamer, Hans-George (2008). Hakikat ve Yöntem. C. 2. Çeviri: Hüsamettin Arslan (İng.) ve İsmail Yavuzcan (Alm.). İstanbul: Paradigma Yayıncılık.
• Hunkıns, Francis P. (1976). Involving Students in Questioning. Boston: Pearson Allyn & Bacon Publishing.
• Kantarcı, Zeynep (2013). “Sokrates Ve Eğitim Felsefesi”, Mavi Atlas GŞÜ Edebiyat Fakültesi Dergisi. S. 1: 78-90.
• Krathwohl, David R. (2002). “A Revision of Bloom’s Taxonomy: An Overview”, Theory into Practice, C. 41, S. 4: 212-218.
• Nadler, Gerald ve Chandon, William J. (2004). Smart Questions Learn to Ask the Right Questions for Powerful Results. U.S.A: Jossey-Bass Publishing.
• Pagliaro, Marie Menna (2017). Questioning, Instructional Strategies, and Classroom Management. New York: Rowman & Littlefield Publishing.
• Parker, Jeanette Plauche (1989). Instructional Strategies for Teaching the Gifted. New Jersey: Prentice Hall Publishing.
• Şengül Sare ve Işık, Satı Ceylan (2014). “8. Sınıf Öğrencilerinin Üst Bilişsel Becerilerinin “Webb’in Bilgi Derinliği Seviyeleri”ne Ait Problemleri Çözme Süreçlerindeki Rolü”. The Journal of Academic Social Science Studies. S. 24: 93-127.
• Schurr, Sandra (2000). Dynamite in the Classroom: A How-to Handbook for Teachers. Ohio: National Middle School Association Publishing.
• Shaunessy, Elizabeth (2005). Questioning Strategies for Teaching the Gifted. U.S.A: Prufrock Press, Inc.
• Valk, John, Albayrak Halis ve Selçuk, Mualla (2017). An Islamic Worldview from Turkey Religion in a Modern, Secular and Democratic States. U.S.A: Palgrave Publishing.
• Yurdabakan, İrfan (2012). “Bloom’un Revize Edilen Taksonomisinin Eğitimde Ölçme ve Değerlendirmeye Etkileri”. Gaziantep Üniversitesi Sosyal Bilimler Dergisi. 11(2): 327 -348.
• Zengin, Betül (2018). Din Eğitiminin Bir Hedefi Olarak Anlama (İnsan Bütünsel-Bağlamsal Yaklaşım). Ankara Üniversitesi Sosyal Bilimler Enstitüsü. Yayınlanmamış Doktora Tezi. Ankara.
• Zohar, Anat (2004). Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development, Almanya: Springer-Science+Business Media, B.V. Publishing.
• Webb’s Depth of Knowledge Guide Career and Technical Education Definitions http://www.aps.edu/sapr/documents/resources/Webbs_DOK_Guide.pdf Erişim 15.10.2018.