Özet:

Education and training activities, which are an integral part of life, can achieve success with effective planning and applications. Today, religious and moral teaching in schools is not limited to these institutions thus must be given within the framework of the needs of the individual and society, taking into account the basic principles of social and emotional learning. On the other hand, teachers’ not giving up traditional teaching methods in their classroom activities, interrupts the success in moral education. For the systematic development of students’ social communication and emotional skills in moral courses, the methods and techniques applied in these courses should be considered in terms of social and emotional learning. The fact that teachers use different methods in these lessons has an important place in their motivational attitudes towards ensuring the participation of students in the learning process and the internalization of moral values. In recent years, drama has emerged as a method the importance of which has increased in all education levels. Because the students’ interest in moral issues and values that are processed with the drama method increases to a high level, and moral feelings can be experienced and realized. In this method, which prepares the ground for positive religious attitudes, students can use more than one sense and learn by living and having fun. Moral education in drama or drama in moral education is an active teaching method that increases students' social and moral awareness, strengthens their communication skills and group work habits, self-esteem, and increases interest in the lesson. Education through drama offers a contemporary model that changes the classical meaning of the concept of education today and provides learning by living instead. Within the scope of this learning, it provides important opportunities for students in terms of learning by animating, observing and criticizing by experiencing drama in education. Classroom activities are considered as places where students can gain unique learning experiences. In the teaching of religion and morality in schools, the dimension of moral skills, habits and value is a necessity in addition to the dimension of providing students with knowledge. Educational activities in schools have strong social, emotional and academic components. Students often learn not alone, but with their teachers, peers and encouragement from their families. In this process, emotions can facilitate or hinder children's academic participation, work ethic, commitment, and overall school success. In addition, in order for moral values to be internalized and transformed into behavior in daily life, children must learn by going through the correct cognitive processes, by doing and living in the context of social and emotional theory. Thus, students who absorb individual and social rules and values can reflect moral values in their daily life thanks to the moral thought and consciousness they gain in educational activities at school. For this reason, drama activities that are suitable for students' levels and attract their attention make teaching religion and moral issues more enjoyable. In the drama method, students do not learn by memorizing information, emotions and facts about life, on the contrary, they have the opportunity to construct these facts with others in a social environment.

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