There are different skills that each student and teacher cares about. In this study, it is desired that the 8 th grade students and social studies teachers list the first 5 skill choices among the 27 skills that exist in the social studies program and why they choose these skills. At this point it is important to know their skill hierarchies so that teachers and students have a profound world of skills. In addition, this study will determine what skills are most important to the participants and which skills are most important among the skills in the social studies curriculum. In this study, the case study of qualitative research methods was used. The study group is composed of 30 people from Social Studies Teachers and 117 students from 8 th grade students who are working in Sivas province based on the voluntary basis determined by appropriate sampling method in the academic year of 2017-2018. In the analysis of the data obtained within the research, inductive analysis was used from the types of content analysis. As a result; three of the skills that students and teachers rank in the first five communication skills, empathy and problem solving skills are the same. The children to acquire the skills that exist in the social studies program both children and teachers stated that for the first five skills, both parents and teachers should be recruited. In addition to these ideas, the students stated that the environment, friends and teachers from Ataturk should be acquired from the education specialist.
It is widely accepted that individuals are a typology of values that rank all their preferences for private and social behavior. Over time, he left the place of thought as a way of creating individual, flexible hierarchies of each person's unique values. The value of a person's first or top rank of values can be counted as his or her basic value. When the values are given to one person and they are ordered, the value that the person places at the top is the value that he cares the most. The individual makes an order according to the value world they live in when making this choice. In this context, it was aimed to reveal the value hierarchies of the history teacher candidates about the values in the program. The case study was used in the research qualitative research methods. The working group constitutes history teacher candidates trained in pedagogical formation at a state university during the 2017-2018 academic year. The structured interview form used in the research consists of 4 open-ended questions. It is requested that the values in the History Course Curriculum be sorted according to their importance (the first 3 values) and to express their justifications. In the analysis of the data obtained from the research, the sample analysis was used from the content analysis types. The values of patriotism, justice and honesty are ranked among the first three values by prospective teachers. Teacher candidates stated that the first three values should be earned mostly from the teacher. In addition to these, it is stated that they can be won from historical / religious characters and literary works. On these methods, some suggestions such as modeling, giving examples, making applications, making various historical trips, watching historical films and documentaries and making conceptual explanations by the teachers have been introduced. .
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