Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2013
Student: BAHADIR KILCAN
Supervisor: BÜLENT AKBABA
Open Archive Collection: AVESIS Open Access Collection
Abstract:The purpose of this study was to determine how 8th grade students perceive values such as being scientific, sensitivity to natural environment, responsibility, benevolence, sensitivity to cultural heritage, respect for rights and liberties, sedulity, respect for differences, patriotism, esthetic, honesty, solidarity, being fair, and peace which were involved in social sciences teaching program for 6 and 7th graders. Therefore, metaphors and pictures/cartoons that students formed and drew for each of the values and interviews conducted with students about the related value were examined. This qualitative study designed in survey model used data research techniques such as collecting data via metaphors, semi-structured interview, and document analysis under triangulation method. Considering the data supplied by Turkish Statistical Institute (TES) about Socio- Economic Status (SES), a total of 602 (317 female - 285 male) 8th graders chosen by maximum variation sampling method from 9 primary schools located in low, middle, and high socio-economical areas of central districts of Ankara participated in the study. Content analysis was conducted to analyze and interpret the data of the study. Results demonstrated that; Without regarding the difference of SES, most of the participants perceived being scientific as "guiding, helping, and illuminating people", "scientific environment", and "research environment". Another result about being scientific was that participants particularly from middle SES perceived this value as "science has always developed and being scientific is something never ending. Without regarding the difference of SES, almost all of the participants stated that they perceived sensitivity to natural environment as "giving importance and protecting", while participants from middle SES perceived it as "changing depending on the choice", participants of low and high SES perceived it as "expecting something in return from someone" and participants form middle and high SES perceived it as "source of happiness and a happy environment". Without regarding the difference of SES, nearly all of the participants stated that they perceived responsibility as "obligation and necessity" and that they thought "undesired results occurred" in the case that this responsibility and necessity were not discharged. Moreover, results indicated that without regarding the difference of SES participants perceived responsibility as "a job that should be performed in time" and "something that helps solve the problem" while participants particularly from low SES perceived responsibility as "something perpetual". Without regarding the difference of SES, nearly all of the participants stated that they perceived benevolence as "something beneficial". Furthermore, participants particularly from middle and high SES perceived this value as "expecting something in return from someone" while participants from low SES perceived it as "a labour of love". Without regarding the difference of SES, nearly all of the participants stated that they perceived sensitivity to cultural heritage as "something protecting" and "something protecting against external factors and illuminating people". They also perceived that cultural heritage "depends on the importance that people give and their sensitivity". Without regarding the difference of SES, nearly all of the participants stated that they perceived respect for rights and liberties as "something that makes good and supports" and "basic rights". Moreover, participants from low and middle SES perceived it as "versatility", while participants from high SES perceived as "something trivial". Without regarding the difference of SES, nearly all of the participants stated that they perceived sedulity as "perpetuity" and "calming". Without regarding the difference of SES, participants specified that they perceived respect for differences as "richness stemming from differences". Most of the participants particularly from middle and high SES also perceived this value as "tolerance" while those from low SES perceived it as "respect without approving" and "tolerance towards physical changes". Without regarding the difference of SES, participants signed that they perceived patriotism as "being self-sacrificing". In addition, participants from low and middle SES perceived this value as "something indispensible" while participants from middle and high SES perceived it as "something people responsible for" and "something symbolized by people". Without regarding the difference of SES, most of the participants marked that they perceived esthetic as "nice, eyeable, smooth, and flawless scene" and "blocking the natural, negativity stemming from changing, and becoming impaired when dealt with". Without regarding the difference of SES, most of the participants noted that they perceived honesty as "someone who points the right, becomes realistic and intimate and protects his/her purity. Moreover, participants from low SES perceived honesty as "something indispensable", while participants from middle and high SES perceived it as "something hard to do and impossible. Without regarding the difference of SES, most of the participants purported that they perceived solidarity as "power stems from collectivity". In addition, participants especially from low SES perceived solidarity as "a source of happiness that strengthens the ties between people" and participants from middle SES perceived it as "reflecting his or her negativity to anyone". Without regarding the difference of SES, participants remarked that they perceived being fair as "something balanced and indiscriminate" and participants especially from low and middle SES perceived this value as "a place for claiming someone's rights". Without regarding the difference of SES, most of the participants purported that they perceived peace as "a peaceful environment" and "supporting". Moreover, participants especially from low SES comprehended peace as "something symbolized" and participants especially from middle SES perceived it as "a phenomenon of which people do not know its value in time."