Özet:

The needs of knowledge society and the influence of different factors which enforce change like to have a voice in global race, from the beginning of two thousands new searches and student based approaches particularly constructivism become the router in the Turkish education system. Since 2004 2005 academic year starting from curriculum we can see clearly the concrete results on the whole education elements and like the other areas religious culture and moral knowledge is affected from this innovation and goes into a new formation. In this study titled “The Adaptation of Curriculum-Textbook in Religious Culture and Moral Knowledge Instruction in Secondary Education” aims putting forth this experienced change in its quality size, new curriculum and course books understanding and its reflection on religious culture and moral knowledge curriculum in secondary education and textbooks is handled with outlines, after then dwelled on the level of adaptation curriculum-texbook in religious culture and moral knowledge in secondary education. Relational screening model is used, document examination and content analysis are consulted within qualitative researches as a method in this study; the evaluations are carried out to what extent items of 2005 religious culture and moral knowledge curriculum in secondary education objectives, content, learning-teaching states and evaluation reflection to physical design, visual design, language and expression, educational design of religious culture and moral knowledge the textbooks in secondary education. Conclusions reveal that there are important problems in adaptation of curriculum in terms of internalized philosophical sense and items of the religious culture and moral knowledge textbooks in secondary education and within these, educational design which is the most important item that brings the course books to destination, is drawing attention as remaining the most incapable point. Accordingly, religious culture and moral knowledge textbooks in secondary education are not prepared in the form foreseen by curriculum with the effect of not reflecting the philosophy and vision in constructivist learning understanding and cannot make the expected impact on catching up the experienced change and taking turn in this direction in terms of education.

Anahtar Kelimeler: