Comparative evaluation of the teaching programs of secondary school Religious Culture and Moral Knowledge course and Basic Religious Information (Islam 1-2) course in terms of purpose and achievement

In this research, it was aimed to comparatively examine the curriculum of the Religious Culture and Moral Knowledge course and the Basic Religious Knowledge (Islam 1-2) course taught at the secondary school/Imam Hatip secondary school level, prepared in 2018. The general aims and achievements in the relevant programs were examined according to the Revised Bloom Taxonomy and both programs were evaluated comparatively. Document analysis, one of the qualitative research methods, was used as the research method. According to the results of the research, it was seen that there were common achievements in the relevant courses. However, it was concluded that these recurring gains were not related to the two courses being the same but to their complementary nature. When the aims and achievements of secondary school DKAB and TDB (Islam 1-2) courses were examined according to the Revised Bloom taxonomy, it was seen that the aims and achievements were intense in the cognitive field, the aims and achievements were low in the affective field, and the aims and achievements were not included in the psychomotor field. Of the 10 purpose sentences in the secondary school DKAB course curriculum, 6 are in the cognitive field and 4 are in the affective field; It was observed that 87 of the 106 acquisitions were in the cognitive field and 19 in the affective field. Of the 5 purpose sentences in the curriculum of the TDB (Islam 1-2) course, 3 are in the cognitive field and 2 are in the affective field; It was observed that 30 of the 41 course outcomes were in the cognitive field and 11 were in the affective field. The achievements written in the cognitive field for both courses are in the "fact and comprehension" dimensions; It has been determined that the achievements in the affective field are concentrated in the "receiving and reacting" dimensions. The lack of purpose and achievement in the "metacognitive knowledge and creation" dimensions at the cognitive domain level also attracted attention as a limiting situation in terms of meaningful learning.