The effectiveness of ‘values education’ program integrated with the 4th grade science and technology instructional program

Kunduroğlu, Tuba; Babadoğan, Cem

doi:10.1016/j.sbspro.2010.12.322

Cited by 8 publications

(15 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Burke et al (2001) prepared a character education program on respect, justice, responsibility, citizenship, flexibility, helpfulness, and honesty, and integrated this program into the primary education program and they found that the character education program has positively affected student interaction. Despite the limited number of values education studies in science education, almost all of them emphasized the same results as this research (Aktaş and Bozdoğan, 2016;Herdem, 2016;Iscan and Senemoglu, 2009;Kunduroğlu and Babadoğan, 2010). The consistency of current study's findings with the findings of the other studies can be considered as an indication that such practices or programs are effective on values education.…”

Section: Discussionsupporting

confidence: 81%

“…DSF has been developed by the researches using the literature (Aktaş and Bozdoğan, 2016;Herdem, 2016;Iscan and Senemoglu, 2009;Kohlberg, 1975;Kunduroğlu and Babadoğan, 2010;Lickona, 2009;LVE, 2012;Superka et al, 1976;Trevino, 1992;Veugelers, 2000) and considering the purpose of the research. DSF consists of eight questions; includes short stories about the value of responsibility for the subject of Matter and Heat.…”

Section: Data Collection Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Values Education in Science Lessons with Activities: Responsibility Value

Yaman¹,

Anılan

2021

SEI

View full text Add to dashboard Cite

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Data Collection Toolsmentioning

confidence: 99%

Values Education in Science Lessons with Activities: Responsibility Value

Yaman¹,

Anılan

2021

SEI

View full text Add to dashboard Cite

show abstract

“…According to Kirschenbaum, the first objective of value education is to help each person live a better and happier life, and the second objective is to help society as a whole. By helping the young develop values, value education enables them to seek a respectable life (Akbas, 2008).A study by Kunduroðlu and Babadoðan(2010). examined the effects of a curriculum of values education integrated into a curriculum of science and technology education on the students' levels of acquisition of human values.…”

Section: Rationale Of the Studymentioning

confidence: 99%

Role of National Service Scheme (NSS) Programs in Developing Moral Values among College Students

Sonber

Patel²,

Makhija³

2023

MAS

View full text Add to dashboard Cite

Values are an integral element of our existence. Values connect each individual to the social, cultural, and philosophical climate of the society and represent the culture’s dynamic nature. There are different kinds of values, including universal, social, cultural, spiritual, and aesthetic values. The present study examines the role of the National Service Scheme (NSS) programs in developing moral values among college students. The sample selected for the present study consisted of 250 students from 11 colleges in different blocks of Rajnandgaon, Chhattisgarh, India. The subjects’ moral values were measured by the Moral Values Test constructed by Dubey(2009). Results indicated that NSS students are better at moral values than non-NSS students.

show abstract

“…Values are the targets that the individual desires to accomplish during her/his lifetime. Acquisition of the values is related to academic motivation and eagerness, academic success, pro-social behaviour, caring for school, prosocial and democratic values, conflict resolution skills (Bacanlı, 2006;Benninga, Berkowitz, Kuehn, & Smith, 2003), moral maturity, responsibility, selfsufficiency, self-control, self-respect, social skills, honestly and respect to the teacher (Kunduroğlu & Babadoğan, 2010;Noddings, 2005;Nucci, 2001).…”

mentioning

confidence: 99%

“…Children who cannot gain these skills during the pre-school period continue to exhibit negative behaviours and encounter problems such as skipping school, committing crime, addiction, being unable to maintain social relations, using violence against other individuals and abusing them (Carpenter, Shepherd, & Nangle, 2008;Wang, Sandall, Davis, & Thomas, 2011), experiencing disciplinary problems, and developing school anxiety and phobia (Berkowitz & Bier, 2004;Davin, 2007) in their further lifetimes. It is exhibited that Values Education Programmes structured in accordance with universal values increase the individual's social skills (Bacanlı, 2006), pro-social and democratic values acquisition (Brooks & Kann, 1993), self-sufficiency, and self-respect significantly (Benninga et al, 2003;Kunduroğlu & Babadoğan, 2010;Trout, 2008).…”

mentioning

confidence: 99%

The Effect of the Values Education Programme on 5.5-6 Year old Children’s Social Development: Social Skills, Psycho-social Development and Social Problem Solving Skills

DERELİ-İMAN¹

2014

ESTP

View full text Add to dashboard Cite

The aim of this study was to examine the effect of the Values Education Programme (developed for preschool children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending preschool. The Values Education Programme was applied in the experimental group of 33 students, with session time lasting 30 minutes in each 11 week session. In this research the following was used in order to measure the dependent variables: Family Registration Form, Values Education Programme Assessment Interview developed by the researcher, Social Skills Evaluation Scale, Psycho-social Behaviour Scale for Preschool Children (developed by the Turkish Psychology Association Committee on Preschool), and the Wally Child Social Problem-Solving Detective Game Test. In the analysis process, descriptive statistics, t-test for independent groups, pairedsamples t-test, frequencies, descriptive statistics, and typology analysis techniques were used. At the end of the values education programme, it was seen that the experimental group's social skills, psycho-social development, and social problem solving skills points rose from the pre-test towards the post-test and, that it increased at a significant pace compared to the control group's social skills, psycho-social development and social problem solving skills points. Also, after completing the three month training programme, it was found that there were no significant differences between the points of the experimental group's and control group's pre-test retention test. Conversely, parents indicate that values education program increased children's appropriate behaviours and decreased undesired the behaviours of children.

show abstract

The effectiveness of ‘values education’ program integrated with the 4th grade science and technology instructional program

Cited by 8 publications

References 3 publications

Values Education in Science Lessons with Activities: Responsibility Value

Values Education in Science Lessons with Activities: Responsibility Value

Role of National Service Scheme (NSS) Programs in Developing Moral Values among College Students

The Effect of the Values Education Programme on 5.5-6 Year old Children’s Social Development: Social Skills, Psycho-social Development and Social Problem Solving Skills

Contact Info

Product

Resources

About