Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Değirmenci, Yavuz

doi:10.7596/taksad.v7i1.1311

Cited by 5 publications

(12 citation statements)

References 31 publications

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“…But looking at the field, it seems that research on values education in geographical education research in Turkey is extremely limited. (Çifçi & Ünaldı, 2014;Katılmış & Balcı, 2017;Değirmenci, 2018;Aydın & Yaşar, 2020). There is only one research on GCC and value education (Değirmenci, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…(Çifçi & Ünaldı, 2014;Katılmış & Balcı, 2017;Değirmenci, 2018;Aydın & Yaşar, 2020). There is only one research on GCC and value education (Değirmenci, 2018). This situation is seen as an important deficiency from the point of view of the field.…”

Section: Resultsmentioning

confidence: 99%

“…The values of solidarity, tolerance, science, sensitivity, peace and aesthetics were not included in the 2017 GCC. Accordingly, the values included in the 2017 GCC appear to have changed significantly compared to the GCCS implemented in 2005 and beyond (Değirmenci, 2018). MoNE, 2005;MoNE, 2010;MoNE, 2011;MoNE, 2014;MoNE, 2017 The biggest change in the value size of the 2017 GCC compared to previous GCCS is that the values are relationship with the content size of the curriculum.…”

Section: Articles Belonging To the Vision Of The Curriculum And Related To Values Educationmentioning

confidence: 96%

“…Accordingly, in the relevant research, candidates for geography teachers concluded that they do not have sufficient education in relation to values education. Değirmenci (2018), 2017 GCC values education in a survey that examined in terms of the size of GCC 2005 to 2017, according contains important developments in the positive direction, but the curriculum relationship with the curriculum content is not of the values in a balanced distribution of wealth. Aydın and Yaşar (2020) compared secondary geography textbooks written according to GCC in 2005 and 2017 according to their approach to values education.…”

Section: International Charter On Geographical Educationmentioning

confidence: 99%

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The Development of Values Education in the Turkish High School Geography Curriculum

Şahin¹

2021

Review of International Geographical Education Online

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In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC's applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC's that make up the research universe have been subjected to descriptive analysis. According to the results of the analysis, the research findings were presented in three periods

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Articles Belonging To the Vision Of The Curriculum And Related To Values Educationmentioning

confidence: 96%

Section: International Charter On Geographical Educationmentioning

confidence: 99%

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The Development of Values Education in the Turkish High School Geography Curriculum

Şahin¹

2021

Review of International Geographical Education Online

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“…Çeşitli disiplinlerde ders kitaplarının seçildiği araştırmaların daha çok hayat bilgisi (Demir ve Demirhan İşcan, 2007), tarih (Keskin, 2015) Türkçe (Susar Kırmızı, 2014;Baki, 2019) alanlarında yapıldığı görülmüştür. Fen bilimleri (Laçin Şimşek, 2004), coğrafya (Değirmenci, 2018) derslerine yönelik olarak yapılan çalışmalar az sayıda da olsa yer almaktadır. İngilizce ders kitaplarına yönelik çalışmalarda (Başaranol, 2017;Aslan, 2019) ise özellikle son yıllarda bir yoğunluk olduğu dikkati çekmekle birlikte İngilizce ders kitaplarında karakterin altı temel yapıtaşı evrensel değerler sınıflamasını inceleyen bir çalışmaya alanyazında rastlanmamıştır.…”

Section: İngilizce Ders Kitapları Ve Değerlerin Kazandırılmasıunclassified

Ortaokul İngilizce Ders Kitaplarında Evrensel Değerlerin İncelenmesi

Aydin

Aran

2020

Dil Eğitimi Ve Araştırmaları Dergisi

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In this study, the level of emphasis on universal values in coursebooks of English course which prepares students for the global world was analyzed. Survey method was used in this study. Data were collected with document analysis. Secondary school English coursebooks were used as data source to investigate the including level of universal values. While collecting data, trustworthiness, respect, responsibility, fairness, caring and citizenship values taking part in Six Pillars of Character universal value classification was used. In this study, "citizenship" value is handled more extensively and stated as "effective citizenship". In data collection process, Coursebook Analysis Form developed based on the universal value classification was used. The data were analyzed with descriptive analysis method. It is determined that the level of universal values in secondary school English coursebooks is below 20%. For this reason, it was concluded that partaking level of universal values in the books is "inadequate".

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Opinions of classroom teachers on values education in primary school curriculum

ÖZCAN

2023

Journal for the Education of Gifted Young Scientists

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TIn values education, the primary school period (7-9 years), which is the most important stage in the character development of individuals, and indirectly the classroom teachers are very important. Primary school teachers play a critical role in the implementation of the values education curriculum that has been given importance recently. The purpose of this research is to examine the views of primary school teachers on values education in primary school curriculum. In the study using descriptive survey model, quantitative method was used. Purposive sampling method was used in the research. In this context, the sample of the study consisted of 281 classroom teachers in the city center of Tokat in the 2020-2021 academic year. In the study, an opinion scale on value education developed by Başçı (2012) was used to collect quantitative data. Frequency, percentage, t-test for independent groups and one-way analysis of variance were used in the analysis of the data. Considering the results of the research; effective value education, value in the curriculum and the general sum of all sub-dimensions in favor of female teachers in the opinions of teachers on values education; in favor of teachers in the 20-29 age group in the general sum of all sub-dimensions; It was found that the views on the family-environment-media sub-dimension were in favor of the teachers working for 1-5 years. It was found that there was no significant difference in the grand total of all sub-dimensions according to the classes they taught.

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Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum

Cited by 5 publications

References 31 publications

The Development of Values Education in the Turkish High School Geography Curriculum

The Development of Values Education in the Turkish High School Geography Curriculum

Ortaokul İngilizce Ders Kitaplarında Evrensel Değerlerin İncelenmesi

Opinions of classroom teachers on values education in primary school curriculum

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