Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks*

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks*

Article excerpt

Abstract

In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the qualitative research techniques, was used. The Social Studies Course Workbook included in this research was accepted as a course book for five years by Ministry of Education, Head Council of Education and Morality. The workbook was prepared as an assistance tool. The textbook set (textbook, workbook, teacher's book), which is taught in Düzce province and was decided to be used, was provided and some comparisons were made to control whether there are any deficiencies (some missing parts, etc.) because of press. After making sure that there are not any deficiencies, the analysis procedure was started. Some of the results that can be derived from the research can be summarized as; some attainments are not related to values; all the values are included in workbook, but some activities are not sufficient; the value of being scientific is given by an activity that was designed according to positivist mentality.

Key Words

Value Education, Social Studies Courses, Students' Workbooks, Acquisition, Activities.

The concept of value is widely used always almost in all part of the life and sciences (Açikalin, 1998; Akbaba- Altun, 2003; Atay, 2003; Aydin, 2003; Durmus, 1996; Güngör, 1998; Hançerlioglu, 1994; Hökelekli, 2006; Özensel, 2003; Özlem, 2002; Schwartz, 1992; Timüçin, 1994; Yildirim, 2004). It could be stated that values are the basic determinative behavior of the relation between person to person, people to society, person to organisations, person to nature etc. It is the meaning of values that person attributes to relationship, behaviors and point of views. The entity and the meaning that person attribute on itself is also produce the values, and the outcomes of the effort that was spent in the way of acquiring knowledge lead person to values. These are the criteria that person adopt in life and rules of living in a society (Arslan, 1994; Aydin, 2011; Bolay, 2007; Cevizci, 1996; Mengüsoglu, 1971; Yüksel, 2002).

Values are in someway personal criteria of what to do and how to live, and guide to become known of the relationship between others. These are the values that reveal the concrete utterence of what is suitable or not, preferred or not such as good-bad, right-wrong, beutiful-ugly (Rokeach, 1973; Tasdan, 2010; Yazici, 2006; Yüksel, 2002). Consequently values are defined as generalised basic moral princibles or beliefs of which are accepted right and neccessary by a society or group in order to exist and survive its continuity in a manner of common sensation, belief, purpose and intersts (Kizilçelik & Erjem, 1994; Özgüven, 1999).

Values could be acquired at early ages, persons are born with a potential that includes all types of positive and negative attributes, and personality emerged as a result of this potential (Schwartz, 1994). This is a process of interaction that is built with in and out of the person and has great influence on the further life experience; it results in good behavior for a chilf if the life experience is positive, otherwise the outcome could turn into negative behavior. School in which students are enrolled could shape the character of a child and improve the sense of values that initiated in family, even it has been debated that schools should teach some values that families hadn't achieved before. For this reason, it is crucially important for a school to serve acceptable and right character education (Fenstermacher, 1999; Montagu, 2000; O'Sullivan, 2004; Parlar, Çavus, Levent, & Eksi, 2010).

There is close relation between value acquisition and character development (Koca, 1987). If it is the facts that people have two tendencies as superior and inferior, values can be significant within these two ways. …

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