Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye
Tezin Onay Tarihi: 2019
Tezin Dili: Türkçe
Öğrenci: Tuğçe DURMAZ
Danışman: TOGAY SEÇKİN BİRBUDAK
Özet:This study was conducted to examine the students' perceptions of “Justice” and “Honesty” values in the 9th grade history curriculum. For this purpose, in the 2017-2018 academic year, the study group was composed of four high schools selected from four central districts of Ankara and two high school classes in each. The research was conducted in two stages in December and May with the same students. The first implementation was made in December 2017 with 146 female students and 113 male students. The second implementation was conducted in May 2018 with 145 girls and 108 boys. The research was designed in accordance with qualitative research methods. In order to collect data, one of the qualitative research techniques, “Collecting Data Via Metaphors” Form was used. In this form, the researcher asked the students to compare the values of Justice and Honesty with something abstract or concrete and draw a cartoon / picture about their metaphors under the given form sheet. At the end of the research, metaphors and cartoons / pictures related to the values of Justice and Honesty formed by male and female students were evaluated separately. While female students compared the value of Justice to negative metaphors such as “waste, sticker and frustration”, they also used metaphors that form the basis of life such as “water, sun, the foundation of the house, oxygen and mother”. Male students used metaphors which are the “source of life such as root, stem and fruit of the tree, water, oxygen and food” for value of Justice. On the other hand, the number of students using negative metaphors such as “empty box and frustration” in the first implementation is less than in the second implementation. ix Female students formed their metaphors for Honesty value by considering the cleanliness such as water, mirror, heart of newborn baby, notebook, recipe, trust ring, which should be protected and satisfied people. Male students wrote metaphors explaining that there is a situation that should be done even if it is difficult for Honesty value and that it is generally accepted by everyone. for example, a clear lake, ripped socks, conversion of coal into diamonds, transparent transparent glass. When we look at the results of the study without distinction between boys or girls, it is seen that students cannot comprehend abstract values such as Justice and Honesty. It was concluded that the values education program, which entered history courses with the MEB 2017 curriculum, did not contribute to the students.