Student Opinions on the Order of Importance of the Root Values and in Which Course They Can be Taught Better
Abstract
This study which aims to reveal the opinions of secondary school students about the order of importance of root values and in which course can be better taught, was carried out with 322 secondary school students who were selected in accordance with the easily accessible sampling method during their education in the spring semester of the 2021-2022 academic year in Mamak and Çankaya districts of Ankara. The data of the study were collected with the "Idea Determination Form about in which course the root values will be taught better" and "The Form for determining the order of importance of the root values" created by the researchers. The SPSS program was used in the analysis of the data obtained from the participants by going to the schools previously determined by the researchers. In the analysis of the data, the findings part of the research was created by using the frequency values in line with the participant answers. When looking at the results of the study, it was determined that the root values that the students in the participant group considered the most important among the root values were justice, patriotism and honesty respectively while the root values that they considered the least important were self-control, patience and responsibility. On the other hand, it was determined that the courses that the participants considered the most important in gaining the root values were respectively religious culture and moral knowledge, Turkish and social studies, and the least important courses were music, foreign language and visual arts. Based on these results, it can be suggested that planning and implementation of regulations should be made by underlining that all the lessons in secondary schools are important and necessary in terms of root values, considering that all the root values in the programs have the same importance for individuals and they are complementary to each other.
Keywords
Secondary school students, secondary school lessons, root values, order of importance
References
- Australian Government Department of Education, Science and Training. (2006). Implementing the national framework for values education in australian schools, final report. (online version). http://www.curriculum.edu.au/verve/_resources/VEGPS1_FINAL_REPORT_ 081106.pdf adresinden edinilmiştir.
- Brand, D. L. (1999). Educating for character in the united states army: A study to determine the components for an effective curriculum for values educatıon in basic training units, Unpublished Ph. D. Thesis, South Carolina: South Carolina University.
- Buluç, B. ve Uzun, E. B. (2020). Sınıf öğretmeni adaylarının değer hiyerarşileri. TÜBAV Bilim Dergisi, 13(2), 29-46.
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel araştırma yöntemleri, (7. Baskı). Ankara: Pegem.
- Chowdhury, M. (2016). Emphasizing morals, values, ethics, and character education in science education and science teaching, The Malaysian Online Journal of Educational Science, 4(2),1-16. https://files.eric.ed.gov/fulltext/EJ1095995.pdf adresinden edinilmiştir.
- Cummings, W. K. (2009). Globalization, social capital, and values: The case of the pacific basin, J. Zajda and H. Daun (Eds.), Global Values Education: Teaching Democracy and Peace, Dordrecht Heidelberg London New York: Springer.
- Çalışkan, H. ve Yıldırım, Y. (2020). Ortaokul öğrencileri için etkin vatandaşlık değerleri ölçeğinin geliştirilmesi. Milli Eğitim Dergisi, 49(228), 335-364.
- Çelikkaya, T. ve Kürümlüoğlu, M. (2017). Veliler, öğrenciler ve sosyal bilgiler öğretmenlerinin 2005 programdaki değerlere ilişkin değer hiyerarşileri, gerekçeleri ve önerileri, Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 4(8), 243-264.
- Duran, E. ve Bitir, T. (2021). İlkokul öğretmenleri, öğrencileri ve velilerinin değer algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 252-269.
- Durmuşoğlu Saltalı, N. (2021). Risk factors of the covid-19 pandemic in the development of preschool children and protective factors. Journal of Teacher Education and Lifelong Learning, 3(1), 1-8.