Religious culture and ethics teachers' educational media selection and applicability of sections model

Teachers of religious culture and ethics include educational media into their classes in order to enhance efficiency, provide lasting learning, grab students' attention, make learning enjoyable, and save time. If used properly—at the right time, with the right audience, and in the right setting—educational media can be successful. The proper selection of educational material is crucial for this reason. Tony Bates created the Sections model, a guiding framework with a number of questions and standards for the choice and application of educational media. The purpose of this study is to identify "Religious Culture and Ethics Teachers' Educational Media Selection and Applicability of Sections Model". Therefore, one of the aims of the study is to find out if Religious Culture and Ethics teachers are aware of the Sections model, if they used it in their lessons, and if so, where and how. It is also aimed to find out if this model's use by Religious Culture and Ethics teachers enhanced the teaching of religion. The thesis's problem, sub-problems, objective, significance, constraints, and assumptions are all stated in the introduction section. The conceptual framework and relevant concepts, facts, and Sections model connected to the thesis are explained in the first chapter. The study's methodology is covered in chapter two. The data gathered from semi-structured interviews and literature research are presented in the findings and discussion part of the third chapter. The case study constitutes the design, while literature review and interview comprises data-gathering methods in this study, which uses qualitative research methods. Six Religious Culture and Ethics teachers employed in the Kahramankazan district of the province of Ankara in 2022–2023 constitute the sample group, which was selected by purposive sampling. Face-to-face interviews with the sample group were done using a semi-structured interview form that was developed after consulting with experts. The Sections model has not been used in the lectures by Religious Culture and Ethics teachers since they had not heard of it previously, as revealed by descriptive analysis and content analysis. However, it has been found that the Sections model's guiding principles of student, teaching process, and ease of use overlap with the Religious Culture and Ethics teachers' considerations of the student situation, remarkableness, suitability to the subject, and ease of use when selecting educational media. Keywords: Religious Culture and Ethics Teacher, Religious Education, Educational Media, Sections Model