Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2014
Student: TANER ÇİFÇİ
Supervisor: ÜLKÜ ESER ÜNALDI
Abstract:This study aims to identify the current status of values education in geography education and to develop a model for it, based on the views and suggestions of geography teachers, within the framework of modern approaches in values education this domain. 380 geography teachers sampled on a nation-wide basis participated in the quantitative phase of the study. A web site was created to collect quantitative data in the study. Techniques like frequency, percentage, t-test and ANOVA were used to analyse the quantitative data. On the other hand, criterion sampling, a purposeful sampling technique, was used for the analysis of qualitative data. Qualitative data were collected through face-to-face semi-structured interviews with the participants. 85 geography teachers participated in the qualitative interviews, in which ten values in the program (solidarity, tolerance, being scientific, sympathy, esteem, sensitivity, patriotism, peace, aesthetics, and responsibility) were taken into account. The data collected through the qualitative interviews were analysed using content analysis. According to the results of the study, the participants thought that values education should be allocated more time in the curriculum. The teachers also thought that values education should be updated as values might vary across time. Values education that learners are given in the classroom can be fully learned and recycled neither in the family nor in the environment. Teachers are the most important stakeholder of values education. Values taught at school through values education are not readily adopted or they are totally disregarded in the media outside school. It is clear that values education is not adequately addressed both in undergraduate education and in-service training. The teachers that took part in the study stated that the opportunities and conditions in classroom are not adequate. According to both quantitative and qualitative results, the teachers suggested using various approaches, methods and teachniques rather than traditional methods like lecturing in values education. Approaches and methods which are specifically used in values education, such as transfer of values, moral reasoning, explaining values, analysis of values, character education, are frequently used and advised. On the other hand, the participants do not advise using the "hidden curriculum approach," which is closely related with values education. Discussion, case study, problem-solving, question-answer and brainstorming were the most prominent techniques that were frequently used and suggested, according to both quantitative and qualitative results of the study. It was also found that the participants suggest using audio-visual materials in values education. Among the most frequently used assessment techniques in values education were found to be peformance assignments, multiple-choice tests and written tests. The participants who are not a member of non-governmental organizations have "more positive views and ideas about the current status of values education," in comparison with those who are members. The participants with a teaching experience of 1 to 5 years have "more positive views and ideas about the current status of values education," in comparison with those with 6 to 10 years of experience at work. As a result of the study, it was concluded that new values should be added to the geography curriculum; more guidence should be provided, and the Ministry, program developers and researchers should provide teachers with more information and support.