Material suggestions for the examination and teaching of the 7th grade hajj and sacrification unit

The main purpose of the research is to contribute to the teaching of the unit "hajj and sacrifice" in the 7th grade religious culture and ethics course through materials that will support student-centered, meaningful and permanent learning. This study is especially important in terms of creating interest and awareness in students regarding the subject by concretizing abstract religious concepts. The concepts of hajj and sacrifice in the unit were tried to be analyzed in detail and focused on how these concepts can find a response in the student world. In the study, the document analysis method, one of the qualitative research methods, was used. The curriculum prepared by the Ministry of National Education, the content of the textbook and the unit achievements were examined using the document analysis method. In line with this analysis, material suggestions that would support the development of students were attempted to be presented. Priority was given to presenting tools and materials that encourage multiple learning by focusing on student participation with the constructivist approach method. During the implementation phase, a number of teaching materials were presented. These included flow charts explaining the stages of the Hajj ritual, activity suggestions, informative model examples, and game-based learning materials. In addition, visual works and game suggestions that emphasize the themes of social solidarity and sharing regarding the sacrifice ritual were prepared. It was planned that these materials, which are thought to support the active participation of students, will also contribute to the evaluation process. The data obtained as a result of the study revealed that students can comprehend religious content more easily and deeply in material supported education-training. It was predicted that especially concretizing abstract concepts through storytelling and visualization would contribute to drawing student attention to the lesson and increasing permanence in learning. In addition, it was observed that activity-based and interactive teaching methods provided meaningful learning to students and developed their questioning and thinking skills. As a result, it was concluded that material-based teaching approaches contribute to the effective transfer of the Hajj and Sacrifice unit to students. In this direction, it is recommended that teachers be supported in the use of materials and that such content be disseminated.