Parents' opinions about Religious Culture and Moral Knowledge course in secondary schools

The first place where religious education is given to the child is the family. The foundations of religious education for the child are laid in the family. Religious education in the school is built on those foundations. As it can be understood from here, both the family and the school play important roles in the religious education of the child. In our study, the expectations of family elders from the Religious Culture and Moral Knowledge course in secondary schools were investigated. Qualitative research method was used in our study. A semi-structured interview form was preferred as a data collection tool. The sample of the study consisted of 24 parents. 50% of the participating parents are male and 50% are female. Participants are from different professional groups. This research consists of introduction, three chapters and conclusion. In the introduction, the purpose and importance of the research, problems and sub-problems, assumptions, limitations and related studies are given. The first chapter includes the conceptual framework of the research. In the second part, the method of the research is given. In the third part, the findings and comments obtained from the interviews with the parents of the students are given. In the conclusion part, the findings and suggestions obtained as a result of the research are included. As a result of our research, it was determined what the expectations of parents from the Religious Culture and Moral Knowledge teachers and the school administration were. In our research, parents' expectations and opinions about the content of the course were also included and it was determined that parents wanted the content to be enriched. It was determined that the parents thought that the time when the Religious Culture and Moral Knowledge course started to be given was late and that they wanted the lesson to start to be given when the children started their education. It has been determined that parents expect the Religious Culture and Moral Knowledge teacher to make them love the lesson and themselves, to be an example with their behavior, to be equipped, to explain the lesson well, and to be compatible with what they experience with what they say. It was determined that parents found the course time insufficient and that they wanted the course to be given practically in addition to increasing the course hours, that they wanted to increase the efficiency of the lesson, that they thought that the course had positive effects on the behavior of the children, and that they argued that the course united and integrated the society.