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Son yıllarda çeşitli nedenlerle artan göç hareketleri din eğitiminde de çeşitli sorunlara yol açmıştır. Bu araştırmanın amacı, Din Kültürü ve Ahlak Bilgisi (DKAB) dersi öğretmenlerinin görüşlerine göre Suriyeli sığınmacı öğrencilerin din eğitimi sorunlarının belirlenmesidir. Ayrıca araştırma kapsamında ilgili sorunlara ilişkin öğretmenlerce önerilen olası çözüm yöntemlerine de yer verilmiştir. Araştırma, nitel araştırma yöntemlerinden durum çalışması modeli ile tasarlanmıştır. Araştırma verileri amaçlı nitel araştırma örneklem yöntemlerinden olan maksimum çeşitlilik örneklem yöntemi ile İstanbul ilinin Küçükçekmece, Bağcılar, Sultangazi, Fatih ve Esenyurt ilçelerinde 45 okulda çalışan 79 DKAB öğretmeninden toplanmıştır. Araştırma sonucunda, Suriyeli sığınmacı öğrencilerin genel olarak bilişsel, duyuşsal, davranışsal, gelişimsel ve sosyal sorunları olduğu belirlenmiştir. Din derslerinde yaşanan en önemli sorun dil ve sınıf içi disiplin sorunları ile din derslerine karşı sergilenen olumsuz tavırlardır. Ayrıca din öğretimi müfredatı ile ilgili sorunlar da bulunmaktadır. Öğretmenlere göre öğrencilere dil ve uyum eğitimi verilmesi ile okullarda yaşanan pek çok sorun çözümlenebilir.
In recent years, increasing immigration movements for various reasons have also led to various problems in religious education. The purpose of this study is to identify the problems of religious education of Syrian refugee students, according to the opinions of the teachers of the Religious Culture and Ethical Knowledge (DKAB) course. In addition, the research has included the possible solutions proposed by teachers on the issues related to the research. The research is designed with a status study model from the quality research methods. With the maximum diversity of research sampling methods for research data, the sampling method has been collected from 79 DKAB teachers working in 45 schools in the districts of Istanbul's Küçükçekmece, Bağcılar, Sultangazi, Fatih and Esenyurt. The research finds that Syrian refugee students generally have cognitive, sensual, behavioral, developmental and social problems. The most important problem in religious lessons is the language and class disciplinary problems and negative attitudes against religious lessons. There are also problems with the teaching program. According to teachers, the teaching of the language and the adaptation education to students can solve many problems in the schools.
In recent years, the increasing migration movements caused various problems in religious education. The aim of this study is to determine the problems of religious education of Syrian refugee students according to religious education teachers. In addition, possible solution methods proposed by the teachers regarding the related problems were also included in the research. The research is designed with the case study method of qualitative research methods. The research data were collected from 79 teachers working in 45 schools in the Küçükçekmece, Bağcılar, Sultangazi, Fatih and Esenyurt districts of İstanbul province, with the maximum diversity sampling method, which is one of the qualitative research sampling methods. As a result of the research, it has been determined that Syrian refugee students generally have cognitive, affective, behavioral, developmental and social problems. The most important problems experienced in the religion courses are language and classroom discipline problems, and negative attitudes against religion courses. There are also problems with the religious education curriculum. According to the teachers, many problems in schools can be solved by offering language and adaptation training to students.
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