Bu araştırma, değerler eğitimi ile ilgili görsel sanatlar dersi özelinde yapılan araştırmaları yayın yılı, yayın türü, tezlerin üniversitelere göre dağılımı, araştırma konusu, yöntemi, öne çıkan değerler ve başlıca sonuçlar açısından bibliyometrik analiz yöntemiyle incelemeyi amaçlamaktadır. Yapılan analiz sonucunda 10 yüksek lisans tezi, 4 doktora tezi, 7 makale, 2 kitap bölümü ve 1 tam metin bildiri olmak üzere toplamda 24 çalışmaya ulaşılmıştır. Çalışmalarda çoğunlukla nicel yöntem; araştırma modeli olarak betimsel tarama; veri toplama aracı olarak ölçek ve araştırmaların analizinde betimsel analiz yönteminin kullanıldığı görülmüştür. Konu olarak görsel sanatlar dersi öğretmenlerinin değerler eğitimi hakkındaki görüşlerini ortaya koyup öğrencilere olan katkısını belirleyen çalışmalar çoğunluktadır. Çalışmalarda en çok yardımlaşma, saygı, sevgi, hoşgörü, sorumluluk, vatanseverlik, adalet, sabır değerlerine yer verildiği görülmüştür. Görsel sanatlar dersinde belirlenen farklı konuların, etkinliklerin değerler üzerindeki etkililiğini deneysel yöntemlerle ölçen nicel çalışmaların yanında, değer kazanımında görsel sanatlar dersinin etkisini inceleyen nitel çalışmalar da azımsanmayacak boyuttadır. Yapılan incelemeler sonucunda görsel sanatlar dersinde değerler eğitimini konu edinen akademik çalışmaların son derece sınırlı olduğu görülürken, alan yazında yabancı bilimsel çalışmaya rastlanmaması dikkat çekicidir.

Purpose The purpose of this study is to develop a valid and reliable scale that can measure the level of respect for differences of middle school students. The validity and reliability studies of the scale draft prepared as a result of the opinions received were carried out on 964 middle school students. Design/methodology/approach The sequential exploratory mixed method was used. In the study, attitude items were created by examining the studies in the literature with qualitative methods, and the scale was then finalized by applying tests for the attitude scale prepared with quantitative methods. Findings As a result of the exploratory factor analysis made on the data obtained, a structure consisting of 20 items and four factors as “gender”, “disability status”, “physical appearance” and “cultural identity” were reached. Also, it was seen that the scale identified 56% of the total variance. Confirmatory factor analysis that was performed on another sample showed that the sample fit of the scale was at an acceptable level. The reliability coefficient of the scale was calculated as Cronbach’s α = 0.815; composite reliability was ranged between 0.766 and 0.894 and the internal consistency of the scale was quite high. It was concluded that the scale developed to determine the level of respect for differences is a valid and reliable measurement tool. Originality/value This study is considered significant in terms of presenting a valid and reliable scale that will reveal the attitudes of middle school students towards differences in the literature.

This research aims to examine the effect of respect for difference-based visual arts activities on the sixth grade middle school students' attitudes towards respect for differences and emphasizes the importance of including activities that can improve students' attitudes towards respecting differences in visual arts teaching. In the research, pretest-posttest randomized experimental design, which is one of the quantitative research models, was used. Respect for Differences Scale which is developed by the researcher was firstly applied to experimental and control groups as a pre-test. Eight visual arts activities to develop their levels of respect for differences was applied to experimental group and the Visual Arts Education Program was applied to the control group. At the end of the experimental period Respect for Differences Scale (RFDS) was applied to the experimental and control groups as a posttest. The data were analyzed using the non-parametric Mann-Whitney U and Wilcoxon tests via SPSS program. As a result of the analyses, it was understood that the experimental and control groups were equivalent before the implementation. While there was a significant difference in favor of the post-test between the scores of the experimental group before and after the program applied, in the 3 sub-dimensions and the whole scale; There was no significant difference between the scores of the control group in all sub-dimensions and the whole scale. In addition, there was a significant difference in favor of the experimental group between the scores of the experimental and control groups in all three sub-dimensions and the entire scale after the program. According to these results, it was observed that the visual arts activities based on respect for differences significantly improved the children's attitudes towards respect for differences.