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Bu araştırma sanal gerçeklik gözlüğü ile işlenen Din Kültürü ve Ahlak Bilgisi dersinin öğretmen adaylarının din kültürü ve ahlak bilgisi dersine olan tutumlarına etkisini incelemeyi amaçlamıştır. Bu temel amaç doğrultusunda hem nitel hem de nicel araştırma yöntemlerinin birlikte ele alındığı karma yöntem kullanılmıştır. Çalışmanın nicel kısmında deneme öncesi (pre-experimental) desenlerden tek gruplu ön-test – son-test model kullanılmıştır. Bu desen doğrultusunda nicel kısmında sanal gerçeklik teknolojisi kullanılarak işlenen din kültürü ve ahlak bilgisi dersinin öğrencilerin din kültürü ve ahlak bilgisi dersine yönelik tutumlarındaki değişimi incelemek amacıyla Hatay Mustafa Kemal Üniversitesi eğitim fakültesi sınıf öğretmenliği lisans programında öğrenim gören 32 öğretmen adayı belirlenmiştir. Gönüllülük esasına göre rastgele seçilen bu katılımcılara uygulama öncesinde “Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeği” ön-test olarak uygulanmıştır. Öğretmen adaylarına Din Kültürü ve Ahlak Bilgisi Dersinde 3 saat süresince Dinlerde Kutsal Mekânlar konusu sanal gerçeklik gözlükleri kullanılarak işlenmiştir. Uygulama başında öğretmen adaylarına ön-test olarak uygulanan “Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeği” etkinlik sonrasında son-test olarak tekrar uygulanmış ve iki ölçmeden elde edilen puanlar arasında bir fark olup olmadığı incelenmiştir. Çalışmanın nitel kısmında ise öğrencilerle uygulama sonunda yarı yapılandırılmış görüşme soruları ile görüşmeler yapılarak nitel veriler toplanmıştır. Araştırmanın kapsamında elde edilen nicel veriler SPSS 20,0 veri analizi programı ile analiz edilmiştir. Verilere ait öntest ve sontest puanları arasındaki farklılıkları anlayabilmek adına Bağımlı Gruplar t Testi analizi kullanılmıştır. Araştırmanın sonucuna göre çalışmaya katılan öğretmen adaylarının din kültürü ve ahlak bilgisi dersi tutum ölçeğinden aldıkları öntest puanlarıyla son test puanları arasında anlamlı bir farklılık çıktığı tespit edilmiştir. Ayrıca öğretmen adaylarının sanal gerçeklik gözlüğü ile yapılan dersi çok sevdiği ve derse motive oldukları belirlenmiştir. Son olarak sanal gerçeklik gözlüklerinin ara vermeden uzun süre kullanımdan sonra bazı katılımcılarda baş ağrısı, baş dönmesi yorulma gibi belirtilerin ortaya çıktığı görülmüştür.
This research aimed at studying the influence of the religious culture and ethical knowledge course processed with the virtual reality glasses on the attitudes of teachers candidates to the religious culture and ethical knowledge course. In line with this basic purpose, the karma method has been used where both qualitative and quantitative research methods are addressed together. In the quantitative part of the study, a single-group pre-test - final-test model from pre-experimental (pre-experimental) patterns was used. According to this pattern, 32 teachers candidates to study the change in the attitudes of the students to the course of religious culture and moral knowledge processed using virtual reality technology in the quantitative part have been identified in order to study the change in the attitudes of the students to the course of religious culture and moral knowledge. According to the principle of volunteering, these participants randomly selected before application were applied as "Religious Culture and Ethical Knowledge Course Attitude Scale" as a pre-test. The teachers’ candidates were treated in the Religious Culture and Ethical Knowledge Course for 3 hours with the use of virtual reality glasses on the subject of the Holy Places in Religions. At the beginning of the application, the "Religious Culture and Ethical Knowledge Course Attitude Scale" applied to the teacher candidates as a pre-test after the event was re-applicated as a final test and examined whether there is a difference between the points obtained without two measurements. In the qualitative part of the study, the qualitative data was collected with the students at the end of the application with semi-structured interview questions and discussions. Quantitative data obtained in the framework of the study was analyzed using the SPSS 20.0 data analysis program. To understand the differences between the pre-test and estest points of the data, dependent groups t test analysis was used. According to the study, a significant difference was found between the teaching candidates who participated in the study and the pre-test points they received from the scale of religious culture and ethical knowledge of the course and the final test points. It is also determined that the teachers candidates love the lessons made with virtual reality glasses and are motivated for the lessons. Finally, after long use of virtual reality glasses without interruption, some participants showed symptoms such as headache, turmoil and fatigue.
This study aims to examine the effect on the attitude towards the lesson of the preservice teachers of Religious Culture and Moral Knowledge lesson taught with the virtual reality glasses. For this main purpose, a mixed method which includes both qualitative and quantitative research methods, has been used. In the quantitative part of the study, pre-experimental pre-test - post-test model with single group has been used. In the direction of this design, 32 preservice teachers who study in Hatay Mustafa Kemal University education faculty classroom teaching education program have been determined to examine the change on the attitude towards the lesson of the preservice teachers of Religious Culture and Moral Knowledge lesson taught with the virtual reality technology. “Religious Culture and Moral Knowledge Attitude Scale” has been applied as a pre-test to the participants who has been selected randomly on the basis of volunteerism. The Sacred Places subject in religions has been taught to the preservice teachers by being used the virtual reality glasses for 3 hours in the Religious Culture and Moral Knowledge lesson. “Religious Culture and Moral Knowledge Attitude Scale” which has been applied as a pre-test at the beginning of the application, has been applied as post-test again and it has been examined whether there is a difference between the scores obtained from the two measurements. In the qualitative part of the study, the qualitative datas has been collected by interviewing the students with semi-structured interview questions at the end of the application. The quantitative datas obtained within the research have been analyzed with SPSS 20.0 data analysis program. Dependent Groups t Test analysis has been used to understand the differences between the pre-test and post-test scores. According to the results of the study, it has been determined that there is a significant difference between the pre-test scores and the post-test scores obtained from “Religious Culture and Moral Knowledge Attitude Scale” of the preservice teachers who participate to the study. In addition, it has been determined that preservice teachers have liked much the lesson taught with the virtual reality glasses and motivate the lesson. Finally, after the long-term use of virtual reality glasses without a break, the symptoms such as headache, dizziness and fatigue has been observed in some participants.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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