The contribution of story completion technique to emotional intelligence and empathy skills in storytelling in religious culture and ethics course

Religious education, which has an intense affective dimension, aims to educate emotions as well as influencing thought. The parables, which are an effective tool in line with these goals, also affect our emotions by showing us the place of values such as faith, truthfulness, patience and compassion in life. For this purpose, by using the story completion technique in parable narration, it is aimed to recognize the emotional world of students with parables and to reveal empathy skills. In this study, the contribution of story completion technique to emotional intelligence and empathy skills in parable narration in religion lesson is investigated. In the study, mixed research method convergent parallel design is used. The experimental design technique was used with a one-group pretest-posttest application with quantitative method. In the qualitative phase of the study, semi-structured interview technique was applied. Fifteen students at each grade level studying in secondary school were directed to think about the parable with questions about four different parables selected by taking into account the achievements of the religion course and were asked to complete the unfinished part of the parable. The answers of the students are analyzed by descriptive analysis method. It is seen that asking questions about the parable and completing the parable with the story completion technique in the parable narration in the Religious Education and Religious Studies course provides a significant difference on the emotional intelligence and empathy levels of 5th, 6th, 7th, 8th grade students in the pre-post test application results of the study. In the qualitative findings, sadness, confusion, happiness, peace and faith come to the fore in the parable of Hz. Abraham, which is the subject of our study. In the parable of Ayyub, the values of patience, faith, gratitude, sacrifice, altruism, and being an example are recognized. While the parable of Joseph was completed, values such as forgiveness, love, family ties came to the fore. In the parable of Moses-Hizir, learning patience, not making hasty decisions about others, and understanding others are inferred. Talking with students about emotions and values in the classroom environment, students' answers affecting each other, and the exemplary attitudes and behaviors of the prophets in the parables attracting the attention of the students positively affect the answers of the students. Keyword: Religious Education, Emotional Intelligence, Empathy, Story Completion Technique, Parable.