History Teachers’ Opinions about the Treatment of Values Education

Abstract

One of the most common concepts in the field of education in the 21st century is undoubtedly values education. In addition to the procedures related to values education in schools, the acquisitions and processes related to values education are constantly updated in each curriculum. In this process, history lesson curriculums have been one of the courses in which the procedures related to education of values have been started. As well as the explanations and information in the programs, how values education is handled in the lessons, teachers’ studies and observations are also important. In this study, teachers’ opinions were asked about the treatment of values education in history lessons. For this reason, a study was conducted with 30 history teachers using a semi-structured interview form in October-December 2019. In the findings obtained in the study; providing alternative activity examples instead of providing only definitions and knowledge in history curriculum and textbooks, processing case studies about Turkish culture in accordance with the level, ensuring accessibility of materials in schools and providing materials free of charge, conducting activities that can prevent peer bullying, activities and operations on women’s rights attention was drawn to issues such as increasing the cooperation between teacher-family and students.

Values Lost in Society in the Eyes of Academics

“…They also thought that active learning methods, being a model, and family cooperation would be effective in the learning process. In Ulusoy (2021), history teachers (n=30) stated that the history curriculum should include alternative activity examples instead of just giving definitions and information, that materials should be provided free of charge by schools, that activities should be carried out to prevent peer bullying, and that there should be more activities and operations for women's rights. Most studies on values and values education focus on teachers and preservice teachers (Akan, 2021;Bayırlı, Doruk & Tüfekçi 2020;Çalışkan, Yıldırım, & Demirhan, 2021;Duban & Aydoğdu, 2016;Durdukoca Firat, 2019;Ekşi & Kaya, 2021;Kamer & Şahin, 2021;Katmış & Balcı, 2017;Kayıran & Bağçeci, 2018, Okumuş, 2021Oğuz, 2012;Yazar, 2012;Yildiz-Göğebakan & Pala, 2021).…”