To browse Academia. Log in with Facebook Log in with Google. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Download Free PDF. Kadir Ulusoy. A short summary of this paper. Download Download PDF. Translate PDF. Journal of Education and Learning; Vol. E-mail: ulusoykadir gmail. 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. Keywords: history teachers, values education, teacher views, history lesson 1. Introduction Every society needs generations that have internalized their own cultural values to ensure its continuity. Education institutions must fulfill their responsibilities effectively in gaining and maintaining values.
Education institutions reach their goals through the planned programs. Values are very important for societies, so values education should be included in education and training activities. According to Ulusoy , values education at schools has important purposes. These purposes are as follows; It covers subjects such as conducting needs analysis for values education, determining the necessary and appropriate values for the needs of the day, reaching different resources about values, raising virtuous individuals, preparing materials and learning environments for the acquisition of values, raising just and compassionate individuals who fulfill the requirements of their profession.
Values education is very important for humanity to live in unity and solidarity, to understand each other and to accept each other as they are.
Values education is needed to teach that one should always stand by the good, the right and the right between good and bad, right and wrong.
Therefore, values become indispensable for the individual and the society in which he lives. Values education plays an effective role in raising conscious citizens, in teaching and adopting cultural and moral values. It is necessary to integrate the values into the events of the present, without ignoring the past.
For this reason, history lessons have an important place in values education. In the Education Vision Document http:1 ; it has been emphasized that our education system must form its own paradigm so that we can create a unique and universal pedagogy with its own spirit, philosophy and goals. History lessons also have an important role in forming this spirit. In the process of achieving the stated purposes, it is undoubtedly one of the indispensables aims to train students and teachers who have understanding of history awareness and values.
Material and moral values that keep societies alive should be acquired by students through history lessons. It is possible to see values in every event that happened in the historical process, especially in education, cultural, political, economic and military fields. It is among the aims of history education to raise generations who are aware of their material and moral values within the historical subjects to be transferred to students using traditional and modern methods, and who can understand and actually practice them.
It is necessary to raise generations that can live in national unity and solidarity and closely follow universal developments and to prevent cultural degeneration.
For this reason, it is important for our future to transfer and process subjects blended with values education in history lessons. Through the history course, some information or beliefs about the past can be transferred to the students. In values education, the meaning attributed to the school, the curriculum, the teacher and the student is very important.
If there is no planned process and functioning in the curriculum, if the teacher does not plan what to tell and when it is not clear how to transfer the knowledge to the student, a good and qualified education and naturally a qualified value education cannot be mentioned. In this case, it does not make sense to include value expressions in programs, waiting for students to internalize values is only imaginary Ulusoy, Curriculum has changed with the development of technology in textbooks and educational materials.
This process also gives new meanings to values education. Raising qualified individuals equipped with both democratic and scientific values is one of the main goals. Achieving these goals is also among the goals of the history course. While trying to teach values, skills and concepts to students in history lessons, current developments should also be followed.
For this purpose, the goals of the history program are important. These values will come to life in the learning and teaching process by being handled both on their own, with the sub-values they are related to and together with other root values. The opinions of the teachers, who guide the students in bringing the aims and achievements of the program to the students and who act as role models, about the treatment of values education in history lessons are also important.
The aim of this study is to investigate the views of history teachers about teaching values. For this purpose, the following questions were sought: 1 What are the views of history teachers on what should be in the high school curriculum regarding values education? Method 2. According to Patton , in qualitative research, the facts and events studied are handled with a holistic perspective and the meanings people attribute to the facts and events are interpreted.
The study group of the study consists of 30 history teachers who have at least five years of experience, taking into account the experiences of history teachers, their experience in applications related to values education, and their participation in in-service training courses on values education and history education.
In the stage of determining the study group, the criterion sampling method was used because people with the characteristics determined in relation to the purpose of the study were selected. After examining the studies on the subject in the literature, interviews were made with 4 teachers who have the characteristics specified in the criteria of forming a study group, and then the findings obtained from this interview were presented to the opinion of 2 academicians who are experts in the field of history education and values education.
The semi-structured interview form prepared individual and focus group interviews were conducted with the participants in different time periods. With the descriptive analysis, the data obtained were divided into categories.
Data related to the problem were presented with direct quotations. After asking the questions in the semi-structured interview form, the data were presented by sticking to the original form of the collected data and making direct quotations from the statements of the participants.
Some codes were determined for the data that were similar and close to each other in the opinions of the participants and were divided into categories from the codes. The frequencies of the opinions of the participants divided into themes are also given. Later, sample quotations were given to the opinions expressed by the participants. Findings The views of history teachers about the education of values in high school history lessons were collected under the following headings.
Table 1. What would you like to have in the high school history curriculum regarding values education? Answers to the above question: Main Views f 1 Explanations about values education should be expressed more clearly in the aims of the program. Accordingly, it is required to pay attention to the following issues in the new curriculum studies. Text examples should also be shown in the programs.
Many topics from Turkish culture can be shown in the activity examples. For example; charity stone, payment of credit books by benefactors, foundation culture, studies about tolerance, exploitation policy, etc. Table 2. What would you like to have in the high school history textbooks regarding values education? Answers to the above question: Main views f 1 Not only definitions and knowledge should be given.
It should be paid attention to have texts and images suitable 11 for gender equality. Table 4. The level of significance of difference is at. There is a similarity in the trend of the responses from both groups of schoolteachers Science, Mathematics, and other similar subjects and Social Science, etc. Also, in both groups, the number of those who said they have Comprehensive and deep awareness comes next to the lowest.
This trend, again is, true in both groups of teachers. Susan T. Garder Education is no longer viewed as an thoughts further strengthens the independent subject; it is now a part of pedagogical point contemplated here when Filipino, English, Mathematics, and Science, she said: which are instruments of learning certain We must teach our children that, if values or doctrines e. With this new role of the one, as in science, if they follow the tool subjects, it is no longer apt for students process as rigorously and as objec- in teacher education institutions in the tively as possible, they decrease the Philippines to specialize in just one area of risk that they may be wrong.
And we study, say, Science or Mathematics must teach them that the extent to education Cruz, In fact, Cruz which they are willing to rigorously suggests that all schoolteachers in the and objectively employ the truth- Philippine public schools should become seeking process with regard to the well-trained generalists.
Education is and should be among school- p. There simply is nothing good about subject, regardless of its form. For instance, getting the Moral Education. Time and again, however, it and anti-education. So, if society. This view of what is moral, however, jects a value or belief that defines the con- is highly questionable. Having know- important problems. In this part of the subject, school to another? But 6 compose well-argued resolutions.
Some of such issues are abortion, discourse and the required skills in euthanasia, same-sex marriage, and morality performing the procedures of rational of combat sports like boxing and mixed evaluative thinking. This is important in order martial arts. This again is not to taught by the respondents is not an indicator suggest that they are not equal in meaning of the level of their awareness.
At the or value as all of them are supposed to be beginning of this research, this researcher united by the value that they set on critical thought that the teachers of the formal and and reasoned thinking.
Moral Education. Alipato 93 2 Perhaps, the lack of significant Some examples of these issues are difference between the two groups of euthanasia, suicide, human cloning, abortion, teachers with reference to the level of their and animal rights. It must be References understood now that Science and Math are considered as equals because central to both Bacungan, C.
Values education. Philippines: thinking, reasoning, and evidence, which are Katha Publishing. The basic education instrument of inculcating problematic curriculum in 17 easy lessons. Philip- doctrinal moral values in the students.
And pines: Anvil Publishing. De Leon, Manuel V. Influence of family, school, and societal values on student values of Marist schools in the Endnotes Philippines: Implications for educational 1 This does not mean that there is no place policies and practices on basic education. On the contrary, Unpublished doctoral dissertation, this researcher believes that religion, be it in University of the Philippines, Diliman, the form of education about religions or in a Philippines.
Sourcebook of strategies for values education. Quezon City: Phoenix Publishing House. Analytic Teaching. Garder, S. Truth: In ethics and elswhere.
Lipman, M. Thinking in education. Equal opportunities The principle that we are all equal is one of the pillars of democracy, and moreover it fosters social inclusion and community life. Respect for the environment Values education makes us aware of the consequences of our actions on the planet and instils in us a respect for nature.
Care for health We need to minimise health risks by encouraging the right attitudes and tackling health education from a dynamic, personal and collective point of view. Critical thinking This way of thinking makes us more analytical and observant, teaches us to recognise quality information and helps us to solve problems. Consult the corporate purpose and values of the Iberdrola group. There are currently two distinct theories about the nature of values.
Traditional teaching covers objective and universal ethical standards that may be acquired through learning and ongoing practice. But a more innovative approach maintains that morals are relative and depend on the individual, so it is very difficult to teach at the pedagogical level.
The most common strategies in values education include the following:. Share in Twitter. Share in Facebook. Whatsapp Whatsapp.
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