Application of cooperative learning-teaching approach in religious culture and moral knowledge lessons (The sample of Isparta)

ABSTRACT This research presents an in-depth analysis of Religious Culture and Ethics (RCE) teachers' and lower secondary school students' experiences related to cooperative learning method. The primary aim of the research is to reveal the method's application potential, its pedagogical contributions, and the challenges encountered during its implementation in RCE lessons. Cooperative learning is highly valued for fostering active student participation, making learning engaging, promoting social skill development, and adapting to diverse learning styles. Particularly its compatibility with the constructivist nature of RCE content is one of the causes for preference of the method. However, its implementation faces significant callenges, including systemic factors such as the examination system, curriculum overload, insufficient instructional time, and overcrowded classrooms, as well as student reluctance and teacher's lack of experience or training. The research was designed as a qualitative case study and involved 25 RCE teachers and 42 students in Isparta. Data were collected through semi-structured interviews with teachers and interview forms with students. The collected data were subjected to thematic analysis using the MAXQDA software. Findings were categorized under four main themes related to teacher experiences and six main themes related to student experiences, encompassing definitions, reasons for use or non-use, perceived advantages and disadvantages, and suggestions. The study concludes that in order to effectively implement cooperative learning in RCE lessons -within the framework of the Century of Turkiye Education Model-teachers must receive adequate training and both the curriculum and assesment systems should be aligned with the core philosophy of the method.