Comparative investigation of the textbooks of religious learning and activity a summer quran courses books in terms of form and content

The use of material in education contributes to learning and facilitates understanding of the subject, thus helping to make educational programs. Books are one of the most used materials for formal and informal educational activities. The basis of our work is the determination of the level of qualification in terms of form and content of the Textbooks of Religious Learning and Activity that have been started to be taught in summer Quran courses in the 2016-2017 academic year. This study is a theoretical study aiming at examining The Textbooks of Religious Learning and Activity in terms of the criteria that must be found in textbooks for religious education. The research consists of document scanning. As a data collection tool, document scanning and literature search were used. Firstly, in order to assist in the investigation of the subject, the developmental stages of the 7-14 year old child were examined. Because it is important to identify the attitudes of the child in the developmental stages in certain age groups, and to determine the adequacy of the textbooks used in the religious education that will be given to the child as a result. Moreover, in the direction of the same purpose, it was aimed to determine what is included in religious education and what does not enter by referring to basic concepts about religious education. In the past, while studying the history of daily religious education, it has been tried to find out from what stages the religious education given to children has passed through these days and what the present situation is. To better evaluate the subject, comparing with the book 1-2-3 Books of Religious Learning taught in previous years, and comparing with the DKAB 4-5-6-7-8 books, which was also taught in formal education institutions for the same purpose were done. Also, comparing with elective textbooks that Islam 1-2 and Hz. Muhammad's life books were done. It has been concluded that our textbook is partially sufficient when we evaluate the book entitled The Textbooks of Religious Learning and Activity taught in summer Qur'an courses in accordance with the evaluation scale of the subject area textbook. It has also found insufficient knowledge about the author(s) and physical design issues when compared books with the 1-2-3 Books of Religious Learning. It has been seen that visual design is improving. Educational design and curriculum status have been observed to be sufficient, but with some shortcomings. It has been concluded that there are a number of deficiencies in knowledge, physical, visual and educational design, and that the curriculum needs to be renewed as a result of the comparison of DKAB textbooks taught in Religion Culture and Moral Education. It has been found that the textbooks of the Religious Learning and Activity Book was more satisfactory in some aspects of educational design when compared with the Basic Religious Information with elective textbooks Islam 1-2 and Muhammad's life books. I would first like to thank my thesis advisor Professor Zeki Salih Zengin. The door of Prof. Zengin office was always open whenever I ran into a trouble spot or had a question about my research or writing. He consistently allowed this paper to be my own work, but steered me in the right the direction whenever he thought I needed it. I would like to thank my other teachers who supported this project: Assist. Prof. Ahmet Yemenici and Assoc. Prof Özcan Güngör. Without their passionate participation and input, the thesis could not have been successfully conducted. Finally, I must express my very profound gratitude to my father, my mother, my dear husband and my dear children for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. This accomplishment would not have been possible without them.