| dc.description.abstract | This research was conducted to determine how social studies teachers define value and "values education" as well as reveal the problems they encountered during the implementation. The participants in this study consisted of 17 social studies teachers from 12 primary schools (selected out of 39 primary schools in the city of Kirsehir through simple random sampling) in the 2011-2012 academic year. Phenomenology, one of the qualitative research methods, was used to collect the data. In addition, a semi-structured interview was conducted that consisted of seven open-ended questions. Inductive analysis, one of the content analysis types, was employed to analyze the data obtained in the research. The findings show that the social studies teachers defined value by terms such as "esteem," " human beings," " social norms," " social citizens," and " national and moral elements," all of which are closely related to their dictionary meaning. Such responses reveal that the teachers were not completely aware of the definition of value and values education. In addition, the teachers preferred that the students learn about values, such as " respect," " sensitivity," and " responsibility," and that family and teachers are the most effective factors in values education. These are followed by the environment in which the students grow, the school itself, and other related factors. Finally, although the teachers aimed to become role models in values education, one of the most significant issues was that families were inadequately prepared for such education. | en_US |
