Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, , 574 - 605, 25.04.2021
https://doi.org/10.33403/rigeo.885750

Öz

Kaynakça

  • Akbaş, O. (2006). MEB ilköğretim sosyal bilgiler dersi 6.sınıf öğretim curriculumı ve kılavuzu değer öğretiminde yeni yaklaşımlar. Ankara: Milli Eğitim Basımevi.
  • Artvinli, E., & Kaya, N. (2010). 1992 International Charter on Geographical Education and its reflections in Turkey. Marmara Coğrafya Dergisi, (22), 93–127. Retrieved from https://dergipark.org.tr/tr/download/article-file/3214
  • Artvinli, E. (2020). Coğrafi sorgulama becerisi. In Ç.Ö. Demirbaş (Ed.), Coğrafi beceriler (1st ed.). Ankara: Nobel Yayın Dağitim.
  • Aslan, S., & Aybek, B. (2019). Uygulama Örnekleriyle Çokkültürlü Eğitim ve Değerler Eğitimi. Ankara: Anı Yayıncılık.
  • Australian Government Department of Education, (n.d.). Values Education for Australian Schooling. Retrieved from http://www.curriculum.edu.au/values/values_ homepage,8655.html
  • Aydın, H., & Yaşar, O. (2020). Comparison of geography textbooks written according to 2005 and 2017 geography lesson curriculum in terms of values education. Journal of Social and Humanities Sciences Research, 7(60), 2826–2842. http://dx.doi.org/10.26450 /jshsr.2099
  • Beldağ, A. (2019). Öğretim curriculumlarında değerler eğitimi. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 135–144). Ankara: Pegem Akademi.
  • Buttimer, A. (1974). Values in geography (Research Report No: 24). Washington: Relationship of American Geographers Commission on College Geography.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33–38. https://doi.org/10.15390/EB.2014.3412
  • Çifçi, T., & Ünaldı, Ü. E. (2014). Remarks and views of geogaphy teachers on current situation of value education. Zeitschrift Für Die Welt Der Türken/Journal of World of Turks, 6(2), 81–99. Retrieved from http://www.dieweltdertuerken.org/index.php /ZfWT/article/view/613/613
  • Değirmenci, Y. (2018). Values in geography teaching curriculum. Journal of History Culture and Art Research, 7(1), 429–450. https://doi.org/10.7596/taksad.v7i1.1311
  • Demircioğlu, İ. H., & Tokdemir, M. A. (2008). The role of history education in the process of construcing values: aims, functions and content. Değerler Eğitimi Dergisi, 6(15), 69–88. Retrieved from https://ded.dem.org.tr/gorsel/pdf/ded-15-makale-3.pdf
  • Demirhan İşcan, C. (2019). Değerler eğitiminde temel kavramlar. In F. Ersoy & P. Ünüvar (Eds.), Karakter ve değerler eğitimi (pp. 31–50). Ankara: Anı Yayıncılık.
  • Edynbry, D., Hellyer, M. J., & Turner, M. (1977). Attitudes and values in geography teaching. Geography, 62(3), 205–208. Retrieved from: https://www.jstor.org/stable /40568734
  • Ferreira, M. M. M. (2000). Values in the Portuguese geography national curriculum documents for the seventh and ninth years (ages 12 and 14). International Research in Geographical and Environmental Education, 9(1), 75–78. http://dx.doi.org/10. 1080/ 10382040008667636
  • Fien, J. (1981). Values probing: An integrated approach to values education in geography. Journal of Geography, 80(1), 19–22. https://doi.org/10.1080/00221348108980223
  • Fien, J. (1996). Teaching to care: A case for commitment in teaching environmental values. In R. Gerber & J. Lidstone (Eds.), Developments and directions in geographical education (pp. 77–91). Channel View Publications.
  • Fu, J. H. Y., & Chiu, C. Y. (2007). Local culture’s responses to globalization: Exemplary persons and their attendant values. Journal of Cross-Cultural Psychology, 38(5), 636–653. https://doi.org/10.1080/09585176.2011.601682
  • Geçit, Y. (2008). A work deals with on the curriculummes of republic term lycee geographical education. Marmara Coğrafya Dergisi, (18), 149–178. Retrieved from: https://dergipark.org.tr/tr/pub/marucog/issue/465/3750
  • Genç, S. Z. (2019). Değerler: temel kavramlar. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 3–15). Ankara: Pegem Akademi.
  • Hernando, A. (1998). Values in geographical education and teacher training. International Research in Geographical and Environmental Education, 7(2), 168–174. https://doi.org/10.1080/10382049808667571
  • Hong, J. E. (2018). Critical citizenship education through geography. International Journal of Geospatial and Environmental Research, 5(3). Retrieved from https://dc.uwm.edu /ijger/vol5/iss3/7 Hopwood, N. (2008). Values in geographic education: The challenge of attending to learners’ perspectives. Oxford Review of Education, 34(5), 589–608. https://doi.org/10.1080/ 03054980701768766
  • IGU-CGE. (1992). 1992 International charter on geographical education. International Geographical Union, Commission on Geographical Education. Retrieved from http://www.igu-cge.org/wp-content/uploads/2018/02/1.-English.pdf
  • IGU-CGE. (2000). 2000 International declaration on geographical education for cultural diversity. International Geographical Union, Commission on Geographical Education. Retrieved from https://www.igu-cge.org/2000-declaration/
  • IGU-CGE. (2007). 2007 Lucerne declaration on geographical education for sustainable development. International Geographical Union, Commission on Geographical Education. Retrieved from https://www.igu-cge.org/2007-declaration/
  • IGU-CGE. (2016). 2016 International charter on geographical education. International Geographical Union, Commission on Geographical Education. Retrieved from http://www.igu-cge.org/wpcontent/uploads/2019/03/IGU_2016_eng_ver25Feb2019.pdf
  • Kailova, T. (2013). İnternational Collaboration in the field of environmental and geographical education. In R. Gerber (Ed.), International Handbook on Geographical Education (pp. 191–201). Springer Science & Business Media.
  • Kalita, K. (2015). Need of value education and teacher’s role. International Journal of Social Science and Humanities Research, 3(4), 566–571.
  • Karabağ, S., & Şahin, S. (2007). Coğrafya Dersi Öğretim Curriculumı (2005). In S. Karabağ & S. Şahin (Eds.), Kuram ve Uygulamada Coğrafya Eğitimi (pp. 55–74). Ankara: Gazi Kitapevi.
  • Katılmış, A. (2017). Values education as perceived by social studies teachers in objective and practice dimensions. Educational Sciences: Theory and Practice, 17(4), 1231–1254. https://doi.org/10.12738/estp.2017.4.0570
  • Katılmış, A., & Balcı, A. (2017). The investigation of geography teacher candidates opinions’ towards values education. Marmara Coğrafya Dergisi, (35), 1–12. https://doi.org /10.14781 /mcd.291011
  • Kaya, N., & Önal, H. (2019). 12 Eylül 1980 Askeri darbesinin coğrafya öğretim curriculumı ve ders kitaplarına yansıması. Milli Eğitim Dergisi, 48(223), 283–298. Retrieved from: https://dergipark.org.tr/tr/pub/milliegitim/issue/48112/609215
  • Knapp, C. E. (1972). Attitudes and values in environmental education. The journal of environmental education, 3(4), 26–29. http://www.tandfonline.com/action/ showCitFormats?doi=10.1080/00958964.1972.10801677
  • Kurtdede Fidan, N. (2019). Karakter ve değerler eğitiminde yararlanılan yöntem ve teknikler. In F. Ersoy & P. Ünüvar (Eds.), Karakter ve değer eğitimi (pp. 215–239). Ankara: Anı Yayıncılık.
  • Lam, C. C. (1993). Values education in secondary school geography in Guangzhou. International Research in Geographical & Environmental Education, 2(2), 52–63. https://doi.org/10.1080/10382046.1993.9964910
  • Lambert, D. (1999). Geography and moral education in a super complex world: the significance of values education and some remaining dilemmas. Ethics, Place and Environment, 2(1), 5–18. https://doi.org/10.1080/13668799908573652
  • Lambert, D., & Balderstone, D. (2002). Learning to teach geography in the secondary school: A companion to school experience. London: Routledge.
  • Machon, P., & Walkington, H. (2000). Citizenship: the role of geography. In A. Kent (Ed.), Reflective practice in geography teaching. London: Paul Chapman.
  • Ministry of National Education. (1971). 1971 Geography Curriculum.
  • Ministry of National Education. (1973). 1973 Geography Curriculum.
  • Ministry of National Education. (1982). 1982 Geography Curriculum.
  • Ministry of National Education. (1983). 1983 Geography Curriculum.
  • Ministry of National Education. (1992). 1992 Geography Curriculum.
  • Ministry of National Education. (2005). 2005 Geography Curriculum.
  • Ministry of National Education. (2010). 2010 Geography Curriculum.
  • Ministry of National Education. (2011). 2011 Geography Curriculum.
  • Ministry of National Education. (2014). 2014 Geography Curriculum.
  • Ministry of National Education. (2017). 2017 Geography Curriculum.
  • Ministry of National Education. (2018). 2018 Geography Curriculum.
  • Ministry of Education, Singapore. (2018). Singapore Curriculum Philosophy. Retrieved from: Ministry of Education Singapore, https://www.moe.gov.sg/about/singapore-teaching-practice/singapore-curriculum-philosophy
  • The Organisation for Economic Co-operation and Development. (2019). OECD Future ofEducation and Skills 2030 Conceptual learning framework. Retrieved from http://www.oecd.org/education/2030-project/teaching-and-learning/learning/attitudes-and-values/Attitudes_and_Values_for_2030_concept_note.pdf
  • Rawling, E. (2008). Planning your key stage 3 curriculum. Teaching Geography, 33(3), 114–119.
  • Roberts, M. (2003). Learning through enquiry: making sense of geography in the key stage 3 classroom. Geographical Relationship.
  • Rokeach, M. (1973). The nature of human values. Newyork: Free press.
  • Şahin, B. (2019). A comparative assessment towards the geography course curriculum 2005 and 2018. Türk Eğitim Bilimleri Dergisi, 17(1), 81–102.
  • Shukla, R. P. (2004). Value education and human rights. New Delhi: Sarup & Sons.
  • Slater, F. (1994). Education through geography: knowledge, understanding, values and culture. Geography, 79(2), 147–163.
  • Slater, F. (2001). Values and values education in the geography curriculum in relation to concepts of citizenship. In David Lambert & P. Machon (Eds.), Citizenship through secondary geography (pp. 42–67). Routledge Falmer.
  • Stoltman, J. P. (2006). Turning points in geographic education. In J. Lidstone & M. Williams (Eds.), Geographical education in a changing world: past experience, current trends and future challenges (pp. 23–38). Netherlands: Springer.
  • Board of Education. (2017). Press release of the Board of Education, dated 18 July 2017. Retrieved from http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003 _basin_aciklamasi-curriculum.pdf
  • Ulusoy, K. (2017). Hayat bilgisi dersinde değerler ve değerler eğitimi. In B. Tay (Ed.), Etkinlik örnekleriyle hayat bilgisi öğretimi (pp. 323–351). Ankara: Pegem Akademi.
  • Ulusoy, K., & Dilmaç, B. (2018). Değerler Eğitimi. Ankara: Pegem Akademi.
  • United Nations International Children's Emergency Fund. (2019). Every Child Learns UNICEF Education Strategy 2019–2030. Retrieved from https:// www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf
  • Venkataiah, N. (2002). Research in value education. New Delhi: APH Publishing Corporation.
  • Venu, V. P. (2018). Importance of value education. International Journal of Innovative Research & Studies, 8(1), 114–123.
  • Wiegand, P. (1986). Values in geographical education. In P. Tomlinson & M. Quinton (Eds.), Values across the curriculum. New York: Routledge.
  • Yarar Kaptan, S. (2019). Kararkter ve değer eğitiminde yaklaşımlar, yöntemler ve teknikler. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 146–168). Ankara: Pegem Akademi.
  • Yiğittir, S., & Kaymakcı, S. (2012). Examination of activities in primary school social studies curriculum guides (4th to 7th grades) in terms of value education approaches. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 49–73. Retrieved from: https://dergipark.org.tr/tr/pub/kefad/issue/59489/854976
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Zengin, M. (2017). Values education in Australian schools as a model case. The Journal of International Social Research, 10(52), 866–883. http://dx.doi.org/10.17719/jisr. 2017.1943

The Development of Values Education in the Turkish High School Geography Curriculum

Yıl 2021, , 574 - 605, 25.04.2021
https://doi.org/10.33403/rigeo.885750

Öz

In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC’s applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC’s that make up the research universe have been subjected to descriptive analysis. According to the results of the analysis, the research findings were presented in three periods: 1924-1971, 1971-2005 and 2005-2021. Accordingly, the GCC’s applied between 1924 and 1971 do not include any content related to values education, while the GCC’s applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC. With the 2017 GCC, values were relationship with attainment, unit and class level for the first time. As a result, in the last half century, GCC’s have shown slow but continuous development in terms of values education, but there are some problems in practice.

Kaynakça

  • Akbaş, O. (2006). MEB ilköğretim sosyal bilgiler dersi 6.sınıf öğretim curriculumı ve kılavuzu değer öğretiminde yeni yaklaşımlar. Ankara: Milli Eğitim Basımevi.
  • Artvinli, E., & Kaya, N. (2010). 1992 International Charter on Geographical Education and its reflections in Turkey. Marmara Coğrafya Dergisi, (22), 93–127. Retrieved from https://dergipark.org.tr/tr/download/article-file/3214
  • Artvinli, E. (2020). Coğrafi sorgulama becerisi. In Ç.Ö. Demirbaş (Ed.), Coğrafi beceriler (1st ed.). Ankara: Nobel Yayın Dağitim.
  • Aslan, S., & Aybek, B. (2019). Uygulama Örnekleriyle Çokkültürlü Eğitim ve Değerler Eğitimi. Ankara: Anı Yayıncılık.
  • Australian Government Department of Education, (n.d.). Values Education for Australian Schooling. Retrieved from http://www.curriculum.edu.au/values/values_ homepage,8655.html
  • Aydın, H., & Yaşar, O. (2020). Comparison of geography textbooks written according to 2005 and 2017 geography lesson curriculum in terms of values education. Journal of Social and Humanities Sciences Research, 7(60), 2826–2842. http://dx.doi.org/10.26450 /jshsr.2099
  • Beldağ, A. (2019). Öğretim curriculumlarında değerler eğitimi. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 135–144). Ankara: Pegem Akademi.
  • Buttimer, A. (1974). Values in geography (Research Report No: 24). Washington: Relationship of American Geographers Commission on College Geography.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33–38. https://doi.org/10.15390/EB.2014.3412
  • Çifçi, T., & Ünaldı, Ü. E. (2014). Remarks and views of geogaphy teachers on current situation of value education. Zeitschrift Für Die Welt Der Türken/Journal of World of Turks, 6(2), 81–99. Retrieved from http://www.dieweltdertuerken.org/index.php /ZfWT/article/view/613/613
  • Değirmenci, Y. (2018). Values in geography teaching curriculum. Journal of History Culture and Art Research, 7(1), 429–450. https://doi.org/10.7596/taksad.v7i1.1311
  • Demircioğlu, İ. H., & Tokdemir, M. A. (2008). The role of history education in the process of construcing values: aims, functions and content. Değerler Eğitimi Dergisi, 6(15), 69–88. Retrieved from https://ded.dem.org.tr/gorsel/pdf/ded-15-makale-3.pdf
  • Demirhan İşcan, C. (2019). Değerler eğitiminde temel kavramlar. In F. Ersoy & P. Ünüvar (Eds.), Karakter ve değerler eğitimi (pp. 31–50). Ankara: Anı Yayıncılık.
  • Edynbry, D., Hellyer, M. J., & Turner, M. (1977). Attitudes and values in geography teaching. Geography, 62(3), 205–208. Retrieved from: https://www.jstor.org/stable /40568734
  • Ferreira, M. M. M. (2000). Values in the Portuguese geography national curriculum documents for the seventh and ninth years (ages 12 and 14). International Research in Geographical and Environmental Education, 9(1), 75–78. http://dx.doi.org/10. 1080/ 10382040008667636
  • Fien, J. (1981). Values probing: An integrated approach to values education in geography. Journal of Geography, 80(1), 19–22. https://doi.org/10.1080/00221348108980223
  • Fien, J. (1996). Teaching to care: A case for commitment in teaching environmental values. In R. Gerber & J. Lidstone (Eds.), Developments and directions in geographical education (pp. 77–91). Channel View Publications.
  • Fu, J. H. Y., & Chiu, C. Y. (2007). Local culture’s responses to globalization: Exemplary persons and their attendant values. Journal of Cross-Cultural Psychology, 38(5), 636–653. https://doi.org/10.1080/09585176.2011.601682
  • Geçit, Y. (2008). A work deals with on the curriculummes of republic term lycee geographical education. Marmara Coğrafya Dergisi, (18), 149–178. Retrieved from: https://dergipark.org.tr/tr/pub/marucog/issue/465/3750
  • Genç, S. Z. (2019). Değerler: temel kavramlar. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 3–15). Ankara: Pegem Akademi.
  • Hernando, A. (1998). Values in geographical education and teacher training. International Research in Geographical and Environmental Education, 7(2), 168–174. https://doi.org/10.1080/10382049808667571
  • Hong, J. E. (2018). Critical citizenship education through geography. International Journal of Geospatial and Environmental Research, 5(3). Retrieved from https://dc.uwm.edu /ijger/vol5/iss3/7 Hopwood, N. (2008). Values in geographic education: The challenge of attending to learners’ perspectives. Oxford Review of Education, 34(5), 589–608. https://doi.org/10.1080/ 03054980701768766
  • IGU-CGE. (1992). 1992 International charter on geographical education. International Geographical Union, Commission on Geographical Education. Retrieved from http://www.igu-cge.org/wp-content/uploads/2018/02/1.-English.pdf
  • IGU-CGE. (2000). 2000 International declaration on geographical education for cultural diversity. International Geographical Union, Commission on Geographical Education. Retrieved from https://www.igu-cge.org/2000-declaration/
  • IGU-CGE. (2007). 2007 Lucerne declaration on geographical education for sustainable development. International Geographical Union, Commission on Geographical Education. Retrieved from https://www.igu-cge.org/2007-declaration/
  • IGU-CGE. (2016). 2016 International charter on geographical education. International Geographical Union, Commission on Geographical Education. Retrieved from http://www.igu-cge.org/wpcontent/uploads/2019/03/IGU_2016_eng_ver25Feb2019.pdf
  • Kailova, T. (2013). İnternational Collaboration in the field of environmental and geographical education. In R. Gerber (Ed.), International Handbook on Geographical Education (pp. 191–201). Springer Science & Business Media.
  • Kalita, K. (2015). Need of value education and teacher’s role. International Journal of Social Science and Humanities Research, 3(4), 566–571.
  • Karabağ, S., & Şahin, S. (2007). Coğrafya Dersi Öğretim Curriculumı (2005). In S. Karabağ & S. Şahin (Eds.), Kuram ve Uygulamada Coğrafya Eğitimi (pp. 55–74). Ankara: Gazi Kitapevi.
  • Katılmış, A. (2017). Values education as perceived by social studies teachers in objective and practice dimensions. Educational Sciences: Theory and Practice, 17(4), 1231–1254. https://doi.org/10.12738/estp.2017.4.0570
  • Katılmış, A., & Balcı, A. (2017). The investigation of geography teacher candidates opinions’ towards values education. Marmara Coğrafya Dergisi, (35), 1–12. https://doi.org /10.14781 /mcd.291011
  • Kaya, N., & Önal, H. (2019). 12 Eylül 1980 Askeri darbesinin coğrafya öğretim curriculumı ve ders kitaplarına yansıması. Milli Eğitim Dergisi, 48(223), 283–298. Retrieved from: https://dergipark.org.tr/tr/pub/milliegitim/issue/48112/609215
  • Knapp, C. E. (1972). Attitudes and values in environmental education. The journal of environmental education, 3(4), 26–29. http://www.tandfonline.com/action/ showCitFormats?doi=10.1080/00958964.1972.10801677
  • Kurtdede Fidan, N. (2019). Karakter ve değerler eğitiminde yararlanılan yöntem ve teknikler. In F. Ersoy & P. Ünüvar (Eds.), Karakter ve değer eğitimi (pp. 215–239). Ankara: Anı Yayıncılık.
  • Lam, C. C. (1993). Values education in secondary school geography in Guangzhou. International Research in Geographical & Environmental Education, 2(2), 52–63. https://doi.org/10.1080/10382046.1993.9964910
  • Lambert, D. (1999). Geography and moral education in a super complex world: the significance of values education and some remaining dilemmas. Ethics, Place and Environment, 2(1), 5–18. https://doi.org/10.1080/13668799908573652
  • Lambert, D., & Balderstone, D. (2002). Learning to teach geography in the secondary school: A companion to school experience. London: Routledge.
  • Machon, P., & Walkington, H. (2000). Citizenship: the role of geography. In A. Kent (Ed.), Reflective practice in geography teaching. London: Paul Chapman.
  • Ministry of National Education. (1971). 1971 Geography Curriculum.
  • Ministry of National Education. (1973). 1973 Geography Curriculum.
  • Ministry of National Education. (1982). 1982 Geography Curriculum.
  • Ministry of National Education. (1983). 1983 Geography Curriculum.
  • Ministry of National Education. (1992). 1992 Geography Curriculum.
  • Ministry of National Education. (2005). 2005 Geography Curriculum.
  • Ministry of National Education. (2010). 2010 Geography Curriculum.
  • Ministry of National Education. (2011). 2011 Geography Curriculum.
  • Ministry of National Education. (2014). 2014 Geography Curriculum.
  • Ministry of National Education. (2017). 2017 Geography Curriculum.
  • Ministry of National Education. (2018). 2018 Geography Curriculum.
  • Ministry of Education, Singapore. (2018). Singapore Curriculum Philosophy. Retrieved from: Ministry of Education Singapore, https://www.moe.gov.sg/about/singapore-teaching-practice/singapore-curriculum-philosophy
  • The Organisation for Economic Co-operation and Development. (2019). OECD Future ofEducation and Skills 2030 Conceptual learning framework. Retrieved from http://www.oecd.org/education/2030-project/teaching-and-learning/learning/attitudes-and-values/Attitudes_and_Values_for_2030_concept_note.pdf
  • Rawling, E. (2008). Planning your key stage 3 curriculum. Teaching Geography, 33(3), 114–119.
  • Roberts, M. (2003). Learning through enquiry: making sense of geography in the key stage 3 classroom. Geographical Relationship.
  • Rokeach, M. (1973). The nature of human values. Newyork: Free press.
  • Şahin, B. (2019). A comparative assessment towards the geography course curriculum 2005 and 2018. Türk Eğitim Bilimleri Dergisi, 17(1), 81–102.
  • Shukla, R. P. (2004). Value education and human rights. New Delhi: Sarup & Sons.
  • Slater, F. (1994). Education through geography: knowledge, understanding, values and culture. Geography, 79(2), 147–163.
  • Slater, F. (2001). Values and values education in the geography curriculum in relation to concepts of citizenship. In David Lambert & P. Machon (Eds.), Citizenship through secondary geography (pp. 42–67). Routledge Falmer.
  • Stoltman, J. P. (2006). Turning points in geographic education. In J. Lidstone & M. Williams (Eds.), Geographical education in a changing world: past experience, current trends and future challenges (pp. 23–38). Netherlands: Springer.
  • Board of Education. (2017). Press release of the Board of Education, dated 18 July 2017. Retrieved from http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003 _basin_aciklamasi-curriculum.pdf
  • Ulusoy, K. (2017). Hayat bilgisi dersinde değerler ve değerler eğitimi. In B. Tay (Ed.), Etkinlik örnekleriyle hayat bilgisi öğretimi (pp. 323–351). Ankara: Pegem Akademi.
  • Ulusoy, K., & Dilmaç, B. (2018). Değerler Eğitimi. Ankara: Pegem Akademi.
  • United Nations International Children's Emergency Fund. (2019). Every Child Learns UNICEF Education Strategy 2019–2030. Retrieved from https:// www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf
  • Venkataiah, N. (2002). Research in value education. New Delhi: APH Publishing Corporation.
  • Venu, V. P. (2018). Importance of value education. International Journal of Innovative Research & Studies, 8(1), 114–123.
  • Wiegand, P. (1986). Values in geographical education. In P. Tomlinson & M. Quinton (Eds.), Values across the curriculum. New York: Routledge.
  • Yarar Kaptan, S. (2019). Kararkter ve değer eğitiminde yaklaşımlar, yöntemler ve teknikler. In S. Z. Genç & A. Beldağ (Eds.), Karakter ve değer eğitimi farklı bakışlar örnek etkinlikler (pp. 146–168). Ankara: Pegem Akademi.
  • Yiğittir, S., & Kaymakcı, S. (2012). Examination of activities in primary school social studies curriculum guides (4th to 7th grades) in terms of value education approaches. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 49–73. Retrieved from: https://dergipark.org.tr/tr/pub/kefad/issue/59489/854976
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Zengin, M. (2017). Values education in Australian schools as a model case. The Journal of International Social Research, 10(52), 866–883. http://dx.doi.org/10.17719/jisr. 2017.1943
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bahaddin Şahin 0000-0002-5911-1827

Yayımlanma Tarihi 25 Nisan 2021
Gönderilme Tarihi 23 Şubat 2021
Kabul Tarihi 25 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Şahin, B. (2021). The Development of Values Education in the Turkish High School Geography Curriculum. Review of International Geographical Education Online, 11(2), 574-605. https://doi.org/10.33403/rigeo.885750
AMA Şahin B. The Development of Values Education in the Turkish High School Geography Curriculum. Review of International Geographical Education Online. Nisan 2021;11(2):574-605. doi:10.33403/rigeo.885750
Chicago Şahin, Bahaddin. “The Development of Values Education in the Turkish High School Geography Curriculum”. Review of International Geographical Education Online 11, sy. 2 (Nisan 2021): 574-605. https://doi.org/10.33403/rigeo.885750.
EndNote Şahin B (01 Nisan 2021) The Development of Values Education in the Turkish High School Geography Curriculum. Review of International Geographical Education Online 11 2 574–605.
IEEE B. Şahin, “The Development of Values Education in the Turkish High School Geography Curriculum”, Review of International Geographical Education Online, c. 11, sy. 2, ss. 574–605, 2021, doi: 10.33403/rigeo.885750.
ISNAD Şahin, Bahaddin. “The Development of Values Education in the Turkish High School Geography Curriculum”. Review of International Geographical Education Online 11/2 (Nisan 2021), 574-605. https://doi.org/10.33403/rigeo.885750.
JAMA Şahin B. The Development of Values Education in the Turkish High School Geography Curriculum. Review of International Geographical Education Online. 2021;11:574–605.
MLA Şahin, Bahaddin. “The Development of Values Education in the Turkish High School Geography Curriculum”. Review of International Geographical Education Online, c. 11, sy. 2, 2021, ss. 574-05, doi:10.33403/rigeo.885750.
Vancouver Şahin B. The Development of Values Education in the Turkish High School Geography Curriculum. Review of International Geographical Education Online. 2021;11(2):574-605.