Ortaokul 8. Sınıf Öğrencilerinin Demokratik Değer Algıları: Fenomenolojik Bir Analiz

Abstract

This study aims to be an in-depth investigation, from an interpretative perspective, of eighth-year secondary school pupils' perceptions of equality, justice, and freedom values that are considered fundamental to all democratic values. The study is designed according to the phenomenology model as a qualitative research method, and the participants were 10 pupils (six male and four female), selected by convenience sampling from a public secondary school in the town of Yunusemre, Manisa, in the 2014-2015 school year. A phenomenological analysis was applied to the data obtained from semi-structured interviews. The study findings suggest that the pupils grasped the difference between justice and equality by explaining the value of equality from social, educational, political, and legal standpoints. They stressed the importance of justice for social life, and said that they made an effort to be fair in their daily lives. They explained the value of freedom in the categories of the liberty to do anything, the possession of basic human rights, and the lifting of personal restrictions. The study concludes that the pupils' perceptions of the values of equality, justice, and freedom vary according to the place, situation, and personal context.

Sosyal Bilgiler Eğitiminde Ortaokul Öğrencilerinin Adalet Değerine İlişkin Bakış Açılarının Karşıtlık Temelinde İncelenmesi

“…In parallel, in studies conducted by Elbay (2020), Mulhan (2007) and Namdar & Akbayrak (2019), students stated that justice has an important function in distinguishing between right and wrong. Similarly, in many studies conducted by secondary school 8th grade students, it was emphasized that the value of justice is different from equality, and that the value of equality is a prerequisite for ensuring justice; however, it was stated that providing equality alone would not be sufficient for justice (Dinç & Üztemur, 2016;Üztemur et al, 2018). On the other hand, in many studies conducted, it has been determined that the values of justice and equality are used together by students and in this context, justice is mostly expressed with the concept of equality (Çakmak, 2016;İnel et al, 2018;Öner & Mindivanlı Akdoğan, 2021).…”

“…Consistent with results of other studies is, Namdar & Akbayrak (2019) investigation of the perceptions of gifted primary school 3rd grade students about the value of justice after the drama technique. However, very few studies have examined secondary school students' perceptions of the value of justice (Çakmak, 2016;Elbay, 2020;Üztemur, Dinç & İnel, 2018) and their metaphorical perceptions (İnel, Urhan & Ünal, 2018;Öner & Mindivanlı Akdoğan, 2021) aimed to reveal. In terms of attitude, an attitude scale towards the value of justice has been developed (Karadavut, Karadağ & Nacar, 2020).…”

The Mediation Role of Responsibility and Benevolence between Eighth Grade Secondary School Students' Empathy Skills and the Value of Justice

“…Democratic education aims to raise individuals who use these thinking skills, stand up against injustice, defend equality and justice, and serve society's welfare by using their social participation skills (Moller, 2006). In studies (Dinç & Üztemur, 2016;Üztemur et al, 2018), it is seen that justice is perceived by most the students as an important value that prevents conflicts between individuals by providing welfare and peace in society.…”

Problems of children who need special education and their families during the COVID-19 pandemic process

“…In the first step in phenomenological analysis, researchers stand out in their own thoughts and use the data as is. In this sense, the experience and perspectives of the participants regarding the phenomenon are clearly understood from the point of view of the readers (Basari & Uzunboylu, 2018;Uztemur & Inel, 2018). In this context, it is aimed to convert the data obtained in the content analysis into concepts and to create themes to define the phenomenon.…”