Educational Policy Analysis and Strategic Research, V16, N1, 2021

© 2021 INASED

History Courses and Values Education: History Teachers’ Evaluation of History

Education Processes in Turkey in Terms of Values Education

Osman OKUMUŞ1

Aksaray University

Abstract

Values education is a subject matter that draws attention in history education in every period. As
history is about people's past lives, it naturally presents the heritage values of the society. In addition,
the confrontation of the students with the historians’ process of history making also contributes to
both seeing these values and developing other values through some collaborative processes. There
exists a special relationship between history and values education and both strengthen one another
over the heritage values. The main purpose of the study is to learn history teachers’ views about value
education within the context of history courses. History teachers were asked to evaluate history
courses, curriculum, and textbooks in terms of values education, and their opinions about classroom
practices and effective values education were received. In this respect, qualitative research approach
and case study design in accordance with its nature was adopted in the study. In 2020, 16 history
teachers were interviewed via a semi-structured interview form, and the data obtained were analysed
via content analysis and presented. As a result, it was observed that history teachers considered
history courses as an ideal field in terms of values education. Despite this, they did not find the
curriculum and textbook sufficient and they carried out values education with their own efforts,
mostly through classroom practices. Teachers emphasized that there would be opportunities for
effective values education in a history lesson where student-centred activities were carried out, history
was not abused and its social aspect was emphasized more.

Keywords: Value Education, History Education, History Course Book, History Curriculum, In-Class
Practices.

DOI: 10.29329/epasr.2020.334.10

1
Asst. Prof. Dr., Aksaray University, Faculty of Science and Letters, Department of History, Aksaray, Turkey, ORCID:
0000-0001-6304-4201. Correspondence: osmanokumus@[Link]

172
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Introduction

The concept of value refers to the beliefs that are accepted, approved and encouraged as the
reason for the existence, unity, functioning and continuation of a social structure, and tried to be
protected (Tural, 1988; cited in Ulusoy & Dilmaç, 2015). Values are the thoughts that are accepted as
true and sufficient by most members of the social group or society in order to survive (Yeşil & Aydın,
2007). In other words, it is the set of beliefs that make human beings human and lead human
behaviour (Ulusoy & Dilmaç, 2015).

The values that reveal the ideal thought and behavioural patterns in the society are necessary
for the existence, functioning, unity, continuity, and solidarity of societies. It is both the inspiration
and meaning of community life (Ulusoy & Arslan, 2014). Values are a choice that determines
people's perspective towards life, affects their decisions, reflects their beliefs, and composes their
behavioural measures (Ergen, 2019;Kızıler & Canikli, 2015). Values are important for the humans to
determine their life, actions, goals, and ideals individually and to live in accordance with them.
Values are also determinant in the processes of organizing interpersonal relationships, decision
making, selection and evaluation. When evaluated in general, values are the source of both individual
and social control system (Aydın & Akyol-Gürler, 2014). With this aspect, the characteristics of the
existing cultural structure are transferred to the individual and thus its continuity and sustainability is
ensured. In addition, the desired citizen is shaped and adapted to the society through the transferred
values and norms (Muç & Pamuk, 2020). Value education is necessary to maximize the contribution
of values to the individual and society. Value education refers to a process that includes developing
sensitivity towards moral, cultural, spiritual, universal, and individual values, internalizing them and
turning them into a behaviour (Kaya & Taşkın, 2016).

Today's technological developments and the phenomenon of globalization bring some

positive results and increase people's living standards; however, it poses the danger of corrupting the
accumulation that societies transfer from generation to generation (Keskin, 2016). Values are as
important as laws for keeping society together and survival of individuals. In this sense, a quality
value education is needed to ensure the continuity of the society and to prevent dissolution, to ensure
peace, tolerance, reconciliation, social empathy, to develop human personality in every aspect and to
reach human excellence (Aydın & Akyol-Gürler, 2014). It can be stated that well-equipped
individuals, who have received quality value education, shape the future of societies, and contribute to
the transfer and sustainability of values (Yel & Aladağ, 2015). For a good value education, it is
important for individuals to acquire suitable behaviour in accordance with what they learn as much as
knowledge. In other words, a good value education should gain behaviour as well as knowledge.
Students are expected to develop their personality, learn their responsibilities towards society, adapt
to society, socialize, and feel cultural identity (Genc & Eryaman, 2008; Ulusoy & Arslan, 2014). The

173
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

fact that individuals transfer the values they have learned into their lives and turn them into a
behaviour shows the quality and success of values education. It also ensures the continuity of the
historical accumulation of the society.

One of the courses that can provide effective values education is history. Historical
understanding tries to teach us who we are and where we come from as well as where we stand.
Without thinking about how life took its present form, we cannot speak of our current social life in a
meaningful way because these forms cannot be separated from the past (Fitzgerald, 1983). History
education which emphasizes the cultural form of national identity focuses on traditions and customs,
cultural holidays, values, beliefs, and attitudes. The projected form of identity is created by the
awareness of the in-group’s background, roots and resources, the relationship between in-group and
out-group, and the current situation, position and perspectives of the in-group person (Korostelina,
2008).

In traditional history education approach, the value gains were expected over the socialization
of students and the need to raise good citizens. In the new approach to history education, while
students create their own historical knowledge in line with the disciplinary purposes, they could gain
democracy awareness and values especially with the experiences they have during the cooperative
learning process (Dilek, 2007). In other words, it can be stated that while values education for the
social purposes of history is at the forefront in history course taught with the traditional approach, the
contemporary approach prioritizes values education approach that supports the disciplinary goals of
history (Demircioğlu & Tokdemir, 2008). In addition, values education in history courses can serve
both purposes. Approaches such as stories, biographies, legends, epics, excursions, and museum trips
used in the teaching of history offer important opportunities for values education. The states’ idea of
raising good citizens impose non-disciplinary duties on values education. In addition, it can be said
that values education also serves the disciplinary purposes of history through the processes of
examining the sources, seeing the differences, and extracting new meanings from the sources
(Tokdemir, 2017). In other words, values education activities in history course can serve both
disciplinary and non-disciplinary social purposes.

Within the context of history education, values education has been considered both as a tool
and a goal. Values education in history courses is of great importance for individuals not to have
problems in their social adaptation processes and for the creation of a good future for the sake of
humanity (Gültekin, 2010). Events experienced in history gain meaning with values because we will
have to make some moral explanations while shaping historical studies and evaluating historical
events. Moreover, thanks to the history courses, students can learn certain virtues and become a moral
individual of the society (Arthur et al., 2001). Historical awareness and values are related. The fact
that people make their decisions with a certain value judgment about matters of interest to history and

174
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

the existence of a certain value judgments in the society they live should be considered. In this sense,
it is inevitable for people to see and learn a certain value system while learning their past. While
people learn their past, they also gain a consciousness woven with values (Kaya, 2006; Ulusoy, 2010;
Demircoğlu & Demircioğlu, 2014a; Tokdemir, 2017).

History courses are a course with a strong aspect of values education and students can gain
values by using active and student-centred approaches (Demircioğlu & Demircioğlu, 2014a). It should
not be forgotten that in education, teaching processes have gained value and considering that
everyone has different interests and abilities and when appropriate learning environment is provided,
everyone will have more learning opportunities (Özden, 2013). In this sense, teachers have a great
responsibility. Teachers should take the initiative to design the process for an effective values
education, taking into account the constraints in the curriculum, the social and physical conditions of
the place they work and the qualifications of the students (Ekşi & Katılmış, 2016). As a matter of fact,
Yıldırım (2018) stated that values that should be gained by students and history teacher candidates
(such as patriotism, justice, honesty) must be taught by teachers.

Coltham and Fines (1971) expressed intuition/insight and knowledge of values as educational
consequences of history education. Students should be demonstrated in history courses that values
affect human behaviour and decisions, there is an opportunity to choose values, and choosing certain
values and acting accordingly have various consequences. In addition, they must be enabled to
understand the importance of values in human relations (Translated by Safran, 2006, pp. 143-144). It
must be carefully decided which values to teach in history courses and the values taught should
become a part of real life by putting them into action (Paykoç, 1991).

The following statement “It is an indisputable fact that the future of a society depends on its
people who have embraced their values and who have put flesh on these values with their
competencies.” indicates the importance of values as the perspective of the Ministry of National
Education curricula (MEB, 2018, p. 5). It is known that in addition to some conceptual studies carried
out in Turkey about values education in history courses (Demircioğlu & Tokdemir, 2008; Gültekin,
2010; Demircioğlu & Demircioğlu, 2014a; Demirhan, 2014; Yıldırım & Demirel, 2019), such studies
as considering the opinions of teachers and teacher candidates (Tokdemir, 2007; Demircioğlu,
Demircioğlu & Genç, 2016; Gündüz, 2018; Yıldırım, 2018), evaluating curricula (Ulusoy, 2010;
Keskin, 2015; Özdemir, 2017; Yıldırım, 2017; Erkan & Çoban, 2018), analysing course books
(Keskin, 2015; Yıldırım, 2017; Erkan & Çoban, 2018; Muç & Pamuk, 2020) and demonstrating the
effectiveness of variety of ways and methods (Ulusoy, 2005; Demircioğlu & Demircioğlu, 2014b,
Okumuş, 2020; Öztaş, 2017; Öztaş, 2018) were carried out. The common point of the studies is that
there is a strong relationship between history lessons and values and the difficulty of realizing it
independently from values education due to the nature of history. It is a fact that there is a continuous

175
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

improvement related to curriculum and textbooks in Turkey. In this context, the new curriculum,
textbook and the current education understanding must be constantly questioned to achieve a better
understanding. Values education is an important phenomenon for history courses. Its versatile
evaluation will demonstrate the current situation in the education system. The number of studies
carried out in this direction is relatively scarce compared to their importance. This study was designed
based on this problem.

The Purpose and Importance

Schools have become a particularly important place in the teaching of values. Especially
today's family structure and working relationships cause children to meet school at a young age and it
is seen that they spend a significant part of their time at school. Schools are a small sample of society
and they make contributions to seeing what is good and what is bad through experience. (Kaya &
Taşkın, 2016). It is important that values education begins as early as possible. However, it should
also be studied intensively in high school periods when children experience all kinds of changes in the
most intense way because the adolescence period is a very difficult period, and this period should pass
as smoothly as possible. In values education, young people's identities become clear, positive values
are adopted, negative attitudes and behaviours are avoided (Kaya & Taşkın, 2016)

Values reflect society's attitudes and expectations, and values have a structure that can unite
individual around themselves. Values should be taught to provide social continuity and effective
citizenship (Karasu-Avcı, Faiz & Turan, 2020). Some new values (such as democracy, freedom,
aesthetics), which are necessities of modern times, have been added to the values of the past.
Teaching values is considered important in terms of providing continuity of the society and adaptation
to the modern world (Yıldırım & Demirel, 2019).

With values education, it is possible to raise individuals who are democratic, socially
adaptable, patriotic, sensitive and responsible, have a culture of living together, moral, sensible and
tolerant, fair, conscientious, honest and compassionate, and respect each other (Demircioğlu &
Demircioğlu, 2014b). In this sense, history courses have an important function. It is possible to
develop personality and character in history courses with many subjects that contain values such as
traditions, customs, rules, moral values, human rights, justice, war, peace, religious experiences, etc.
(Ulusoy, 2010).

Values education has an important potential in history courses; however, the number of
studies is limited depending on the importance of the subject (Tokdemir, 2017). There are six main
topics in front of teachers for effective values education in history courses including competence,
student concerns, lack of support, duration, curriculum, identity and political influence (Mohamad,

176
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Sihes, Bohari & Suhaini, 2020). A direct and indirect evaluation of these titles will show the state of
values education in history courses.

Values are particularly important for the individuals’ formation of their personality in a
healthy way and their adaptation to the society, knowing and transferring cultural and universal values
to their lives. In this sense, it has become a necessity to examine the state of values education from
different perspectives in history courses which have a rich content and resource accumulation. The
thoughts of history teachers are important to see the current situation through experience. In this
respect, the main purpose of the study is to learn the general opinions of history teachers about the
state of values education within the context of history courses. To learn the opinions of history
teachers, the study sought to answer the following research questions/sub-problems:

 Are history courses a suitable field for values education?

 Is the content of history textbooks adequate for values education?
 Are history education curricula sufficient for values education?
 Is there values education in history courses?
 What are the history teachers’ reasons for values education in history courses, the
values they teach most and the methods they use?
 What are the history teachers’ reasons for not teaching values education in history
courses?
 How should an effective values education be performed in history lessons?

Considering the research questions/sub-problems, it can be said that the overall evaluation of
the process is aimed. In learning-teaching processes, the nature of the lesson, the curriculum, the
textbook, the teacher, and the applications complement each other like pieces of a puzzle. With this
research, the compatibility between these parts will be tried to be seen holistically. However, the
study has some limitations. Above all, it is restricted to the limited number of accessible participants.
Undoubtedly, this is related to the nature of qualitative research and its lack of effort for
generalization. Another situation is that it is limited to the period in which the study was conducted.
The process has a dynamic nature. Although there are similarities with the past in history courses, the
changes are also remarkable. In this respect, it is anticipated that the study will contribute to the
literature.

Method

This section will give information about the methodological processes followed in the study.
The method, study group, data collection tool, data analysis, validity and reliability issues of the
research were mentioned.

177
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

The Research Method

Qualitative research method was adopted in this study in which history teachers evaluated the
status of values education in history courses. Qualitative research is useful in understanding and
describing local situations and developing theories with non-numerical information based on the
subjective perspectives and experiences of the participants (Christensen, Johnson, & Turner, 2015). In
other words, qualitative studies are studies that try to reveal attitudes, behaviours, and experiences
with a small number of participants in a long process using methods such as interviews (Dawson,
2015). With this aspect, the participants tried to explain the status of values education in history
courses in Turkey through subjective point of views and experiences. The state of value education
was given in detail by considering many components such as the nature of the course, curriculum,
textbook, teacher and applications. In this respect, the study was designed as a case study in
accordance with the nature of qualitative research. Case studies are studies in which detailed results
are revealed by examining different aspects of a particular phenomenon in depth. The factors related
to the phenomenon, the effect of the phenomenon on another phenomenon, and the factors that cause
the situation, etc., are analysed (Köse, 2013).

The Study Group/Participants

The research study group consists of 16 history teachers working in private and public
institutions in 2020. In the selection of the participants, diversity was provided in terms of gender,
experience, and type of school. In this respect, maximum diversity sampling method was adopted in
sample selection. Maximum diversity sampling is the type of sampling that provides the variety of
individuals who may be a party to the problem (Yıldırım & Şimşek, 2008). Online interviews with
the participants were preferred more intensely due to the extraordinary situations caused by the
pandemic conditions. Information regarding the demographic characteristics of the participants is
presented in Table 1:

Table 1. Participants’ demographic characteristics

Participant Gender Experience Types of Schools Ways of Interviews
K-1 M 6-10 years Private Online
K-2 M 1-5 years Public Online
K-3 M 6-10 years Public Online
K-4 F 1-5 years Public Online
K-5 F 11-15 years Private Online
K-6 M 6-10 years Private Online
K-7 F 6-10 years Private Online
K-8 F 1-5 years Private Online
K-9 M 1-5 years Public Online
K-10 F 1-5 years Private Face to Face
K-11 F Above 15 year Public Face to Face
K-12 F 6-10 years Public Online
K-13 M Above 15 years Private Face to Face
K-14 F Above 15 years Public Face to Face
K-15 M Above 15 years Public Face to Face
K-16 M Above 11-15 years Private Online

178
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

When the table is evaluated, the distribution of the participants according to the categories are
as follows: considering gender there are 8 male and 8 female participants; 5 participants have a work
experience between 1-5 years, 5 participants between 6-10 years, 2 between 11-15 years and 4
participants with 15 years or above; 8 participants work in public school whereas 8 of them work in
private schools. A balanced distribution was considered in a general sense. In addition to this, a
balance was considered as much as possible according to the gender between descriptive features such
as other characteristics.

Data Collection Tool

The data were collected via semi-structured interview form developed by the researcher in
line with the purpose of the research. A semi-structured interview is an interview method in which
new questions can be asked according to the issues determined by the researcher before or created
during the interview (Güler, Halıcıoğlu & Taşkın, 2013). This method provides certain area of
freedom both for the researcher and the participant. It is also possible that new questions may be
raised while the participant is answering the questions. During the design of the form, the draft form
was created by first considering the relevant literature. The draft form was arranged according to the
opinions of 2 field experts and 3 history teachers and then it was finalized. The academics and
teachers who gave their opinions during the development of the form were not included in the
analysis process. The form consists of two parts. In the first part, descriptive information consisting of
gender, experience and type of school is included. The second part consists of questions about history
courses, curricula, coursebooks, evaluation of in-class practices in terms of values education and
suggestions for effective values education and the additional ideas.

Data Analysis

Qualitative data analysis is an exploratory process in which the obtained data is organized,
classified, synthesized, some patterns are extracted, concepts are obtained, and the process is reported
purposefully (Gürbüz & Şahin, 2014). In qualitative research, data analysis consists of three
successive phases: data reduction, data display, and drawing conclusion and verifying (Miles &
Huberman, 2015). In this sense, qualitative research process is the process in which the researcher
takes the role of an “objective foreigner” and associates the interpretive-subjective data with the
research purpose and research questions (Christensen, Johnson, & Turner, 2015). The data obtained
from the participants as a result of the interview was transcribed, the points emphasized and
highlighted by the participants were determined and the identified titles were presented with
appropriate examples. In this process, extracting meaning from the text and identifying various
relationships and the thoughts that were tried to be highlighted were carried out intensively. This
overlaps with the content analysis in accordance with the nature of qualitative research. Content
analysis is a careful, detailed, systematic examination and interpretation of a particular body of

179
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

material. The main purpose in content analysis is an effort to understand the meaning of the content in
the texts as well as the emphasized thought (Bal, 2016). In other words, the main purpose of content
analysis is to reach concepts and relationships that can explain the gathered data (Yıldırım & Şimşek,
2008).

Validity and Reliability

Because qualitative research studies are carried out with a more limited sample compared to
the quantitative studies and based on the subjective experiences of individuals, there are some
discussions about their validity and reliability (Güler, Halıcıoğlu, & Taşkın, 2013). However, some
criteria have been developed by various researchers in accordance with the nature of qualitative
research. Validity in qualitative research is that the researcher reveals the subject he is studying as
objectively as it is and the reliability in qualitative research is whether or not the research results are
obtained in similar environments and different researchers reach the same results on the same data
(Kirk & Miller, 1986; cited in Yıldırım & Şimşek, 2008: pp. 256, 259-260). In this study, some
measures were taken in terms of validity and reliability. Expert opinion was obtained during the
development process of the data collection tool used in the study. Pilot interviews were conducted
with history teachers for a more effective progress of the process. The interviews were immediately
transcribed and both the prominent points at the end of the interview and the prominent points after
the transcription were compared and thus, they were confirmed by the participants. The summary and
comparison of the data obtained were confirmed via consultation with another field expert. The
opinions put forward by the researcher were supported by the participants’ examples.

Findings and Interpretation

This section presented the evaluation of the history courses, history education curricula, and
course books in terms of value education, in-class practices for values education, and history teachers’
suggestions for effective values education.

History Courses in Terms of Values Education

According to the interviews carried out with history teachers, a significant number of the
participants (13 participants) stated that history courses were a suitable field for values education. On
the other hand, two participants stated that history courses were not a suitable area for values
education, and one participant stated that it was partially suitable.

The frequently stated opinion of the participants who stated that history lessons were a
suitable field in terms of values education was that the subjects included in history could support
values education. Participant 1 stated the following on the subject; “Values education is definitely
given in a course that tells about all the experiences from the first ages to the present. Since its
subject includes people and social, economic, religious, and political activities between people, it is

180
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

unimaginable not to teach it.” In addition, participant 7 said, “Because human relations are explained
in history courses…”, participant 16 emphasized, “Value education can be done in history courses
because it is related to every field such as social, economic, political, religious…”

Another opinion which defends that history courses would be evaluated in terms of values
education is that history courses would serve the purpose of raising ideal citizens. Participant 3 stated
the following opinion about the subject; “Since history courses are generally seen by the state as the
shortest way to create ideal citizens, values such as heroism, patriotism, and the awareness of being a
nation can be easily taught to students. …” Participant 15 drew attention to the opinion of ideal
citizen with his following statement “… History courses are very suitable for gaining values such as
patriotism, national unity and solidarity, and tolerance in order to raise the type of human that states
desire.”

According to some participants, the relationship built with the past and the skills that develop
within students because of this make values education possible in history courses. Participant 2 stated;
“Children are able empathize not only with their ancestors but also with other nations.” Participant 4
said; “Values such as nation, homeland, flag, national heritage, national culture, tradition, customs,
rules, peace and religion are given to students. Students will gain skills by establishing a link between
the past and the future and thus, they will individually progress in values education.”

The fundamental argument of the participants who defend that history courses are not a
suitable field for values education is that values education is a condition which students can decide
individually. According to the participants who share this opinion, the values must not be imposed on
individuals. Participant 12 stated; “… People cannot live without values. It is possible to gain value
with the relationship they have in their family and social environment. But teaching these values as a
lesson in a school is something different. It is not the right approach for the system to decide what
value the students will care about.” Participant 5 similarly emphasized the following opinion, “… if
one wants to follow a value, he, himself, must decide it.” Participant 8 emphasized that she was
hesitant about whether or not values education is done in history courses with the following opinion,
“Today, it is very difficult to decide which values mean what to whom.”

When the participants’ opinions are evaluated as a whole, it can be concluded that the nature
of history is suitable for values education. As history discusses people’s past, it provides an important
opportunity for values education. Values and cultural knowledge created by nations throughout the
historical process are transferred to the students through history courses, and thus both values and
cultural accumulation are learned, and their continuity is ensured. In addition to these, there are
participants who emphasize that learning values is an individual process.

181
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Evaluation of History Education Curricula in Terms of Values Education

A significant number of the participants (14 participants) stated that history education
curricula are insufficient in terms of values education. However, while one participant found history
education curricula sufficient, one participant did not express any opinion.

The idea mostly emphasized by the participants who stated that history curricula were
insufficient in terms of values education was that the curriculum focused mostly on political history.
Participant 7 stated the following opinion about the subject, “…Because it focused mostly on politics,
the values do not stand out.” Similarly, participant 9 shared her opinion like that, “History education
curriculum was developed with a very political focus.” Participant 13 opined, “Values education can
be given much more easily for social issues. Although there are developments, political history stands
out in curriculum”.

Another point that history teachers draw attention is lack of direct explanations about the
implementation of values education. Participant 15 stated the following opinion about the issue,
“Actually, national values in the goals and some values in the later explanations are mentioned, but
there are no explanations about what to do and how. If teachers do not take responsibility in this
matter, the lesson will be taught and skipped. More concrete explanations will enable this training to
be standard.”

Participants also stated that the development of knowledge-based history education curricula
was another important reason for inadequacy. Participant 3 defended his opinion in that way, “Since
our curriculum is generally intensely knowledge-based, subjects such as values education are not
included adequately in our curriculum.” Participant 14 said: “… There is also information on social
issues. He could not consider values education because of knowledge transfer.”

Other reasons for the inadequacy of history education curriculum in terms of values education
are the possibility of causing undesirable situations and title-content mismatch. Participant 5 stated,
“… Because neither time nor conjecture is available for this. Whatever it is said can be
misunderstood.” Participant 6 expressed his opinions, “… Class hours and curriculum are not
enough. The curriculum title and the content do not match.”

The participant who argued that the history education plan was sufficient in terms of values
education in history courses and he defended that there could be only general explanations in the
history education plan and the rest was the responsibility of the teacher. Participant 16 expressed the
following opinion on the subject, “I think the curriculum says you will teach values and has made
enough explanations. If it says where to teach which value, something different will happen this time.

182
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Because it will have to do the same thing for every explanation it makes, the curriculum will not be a
curriculum anymore. The teacher should teach values in his own way considering the explanations.”

When the participants’ views are evaluated as a whole, it is seen that the history education
curriculum is insufficient in terms of values education. The reasons for this situation are that history
education curriculum is political history-centred and based on knowledge transfer, it has different
understanding, it lacks sufficient explanations about values education in the curricula, and there are
some structural defects in the curriculum. History education curriculum constitutes an important
dimension of the education and training process. The negative opinions of the participants about the
curriculum are likely to create a disadvantage in terms of values education. However, there are
participants who think that the explanations in the curriculum are sufficient.

Evaluation of History Course Books in Terms of Values Education

A significant number of the participants (14 participants) in the interviews argued that history
textbooks are insufficient in terms of values education. However, two participants expressed opposing
opinions.

Considering the inadequacy of history textbooks in terms of values education, the participants
mostly expressed the opinion that the textbooks were prepared from macro history perspective. This
situation is in parallel with the opinions expressed by the participants about the history education
curriculum. Participant 3 stated the following opinion on the subject; “… Because our books
generally tell about heroism. In the X war, armies of thousand people were encountered. Since it was
written with the understanding that this commander was victorious in this war, the subjects of values
education remain in the background.” In addition, participant 5 stated, “Political content is
unfortunately everything for the states. Even if values education is wanted to be given, the state is
giving it for us.” And participant 6 said, “The political content is more, we look as if we are not tired
of telling the lives of the sultans yet.”

Another inadequacy of history textbook in terms of values education is that the textbooks
were prepared with a behavioural approach/knowledge-based approach. Participant 2 stated the
following opinion about the subject; “… Unfortunately, as the books are still prepared with a
behaviourist approach, the students remain at knowledge level. They fall short of internalizing values
and thus transforming them into a behaviour.” Similarly, participant 11 said, “Although the textbooks
have changed shape, they are basically prepared on the basis of knowledge. I think knowledge is
important, but it should have been prepared differently for values teaching. …”

The last reason for the inadequacy of the textbooks is that the textbooks are not prepared for
practice/ in a practical way. Participant 9 stated his opinion about the subject, “Sometimes they are

183
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

superficial and sometimes overwhelming with details, but they are definitely not enough.” Participant
14 said, “The textbooks contain certain topics. Connecting the subjects to values is teachers’
responsibility. Its contribution to us in practice is exceedingly small.”

There are also participants who share their thoughts that history textbooks are sufficient in
terms of values education. These participants emphasized that some values were directly or indirectly
covered in the textbook. Participant 3 shared his opinion about the subject; “I think values such as
patriotism and solidarity are emphasized in almost every subject.” Participant 16 said, “There are
indirect emphasis on national and universal values. Since the book cannot have students do activities
in the classroom, it must know how to use a teacher here too.”

When the participants’ opinions are evaluated as a whole, their emphasis on the inadequacy of
history textbooks in terms of values education draws attention. The claim that the textbooks were
inadequate were attempted to be grounded with the opinions that the textbooks were prepared from a
macro history perspective, a behavioural approach/knowledge-based understanding prevailed, and
they were not prepared for practice/in a practical way. The participants' criticisms of history education
curricula in terms of values education and their criticisms of the textbooks show similarity. It is
thought that the development of textbooks by considering the curriculum is effective in the emergence
of this situation. In addition, since both the curriculum and the textbook present the point of view of
the system in writing, it could be criticism of the system. However, there are some participants who
argue that the textbook is sufficient in giving national and universal values.

Values Education in History Courses and In-Class Practices

It is seen that history teachers generally do not find the curriculum and textbook sufficient in
terms of values education. In this sense, within the framework of the participant opinions, the history
teachers are expected to be effective in the history courses for values education. A significant number
of the participants (12 participants) stated that they did value education in history courses. However,
four participants stated that they did not teach value education for various reasons.

The most common opinions emphasized by the participants as a reason to do values

educations is to give students historical awareness. Participant 11 said, “I care about values education
in history courses. Textbooks and curriculum are not enough in this sense. My aim is to develop
awareness of history in students. Consciousness is important to enable him to recognize what is
important and to make a more conscious evaluation of his past. I can say that values have a close
relationship with historical awareness. …” Participant 16 said “… Historical events are about
people's past. We can say that all events are value laden. People make certain decisions in line with
certain values. While teaching values to students, we teach history in real terms and gain historical
awareness by evaluating the past.”

184
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Another opinion emphasized by the participants almost as much as the historical awareness is
the idea of raising ideal citizens. Participant 1 stated, “I do transfers and activities so that they become
individuals who are sensitive to their environment, prudent and tolerant in human relations.”
Participant 4 said, “I try to raise individuals with a good character, reinforce basic values, ensure that
children acquire basic values that will be beneficial for themselves and the society in accordance with
their psychological, cognitive and social development.”

Another reason for doing values education in history courses is that students recognize the
differences. Participant 3 emphasized her opinion on the subject; “… It is of course important for us
to know the background of the student. But the student must know that he should treat people of
different nationalities or beliefs with respect which is as important as knowing his own past.”

Some of the participants stated that they did not teach values in history courses. They
emphasized the following as the reasons for this situation: the concerns of misunderstanding,
unsuitable conjuncture, failure of the attempts, and the students’ opinions that it is a process which
they should perform themselves. Participant 5 stated, “… Everything can be drawn to the political
dimension. … Nobody should fear that something will happen because of what they say…” Participant
7 said, “The conjuncture is not suitable.” Participant 8 stated, “I tried but it didn't work.” and
participant 12 said, “Students should learn the values necessary for their survival through their own
experiences.”

The participants teaching values education in history courses stated that they used methods
such as narration, role models (heroes, historical figures), being an example (teacher behaviour),
drama, empathy, case study, telling anecdotes, dialogue, discussion and problem solving. The
methods expressed by the participants were listed according to frequency, and it is seen that the most
used method in this sense was “narration”. In addition, according to the frequency of emphasis, the
values that the participants mostly taught in history courses include patriotism, national unity and
solidarity, freedom, being scientific, justice, tolerance, empathy, sensitivity, responsibility, solidarity,
love and respect, human rights, peace, honesty, virtue, common sense, hospitality. Participant 3
stated, “Tolerance, empathy. Today's world is full of people living far from their homeland for various
reasons. The adaptation and acceptance of these people to the geography they go to depends on the
tolerance of the people living in that geography. … We focus more on case study. We seek an answer
to the question such as how would we react if we were on the opposite side while examining the
incident?” Participant 15 said, “I try to teach values such as patriotism, unity and solidarity, freedom,
tolerance, responsibility, peace and empathy. … In general, I adopt narration and other ways with
some subjects such as drama, examples of old heroes.”

185
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

It is seen that a significant number of the participants are involved in an activity for values
education in history courses. In addition, these activities are carried out in line with the abilities and
experiences of teachers. History teachers make their own decisions about which subject and which
value they will teach, and this leads to different learning experiences. Of course, the teacher should
consider the location and student qualifications, but it seems necessary to set certain standards.

Suggestions for Effective Values Education in History Courses

Participants also had some recommendations for effective values education in history courses.
Recommendations such as carrying out student-centred activities in values education, not misusing
history, highlighting the social aspects of events, transforming values into a behaviour, blending
values with historical issues, and providing personal development of students draw attention.

Participant 11 shared the following opinion about the activity-based practices in values
education, “If we want to do values education in history courses, we must do activities. The student
learns better by participating in the lesson. Some skills develop spontaneously in this way.”
Participant 13 opined about not misusing history, “History has a really suitable structure for values
education. However, we should tell what happened as it is, and we should not marginalize anyone.”
Participant 6 stated the following opinion by highlighting the social aspects of the events; “The first
subjects of history must not be stone, metal, etc. but human beings. How did man exist? Instead of
being happy and sad by winning and losing wars, it is necessary to start the lesson with the damage
caused by the losses in wars and develop the curriculum in that way.” Participant 2 opined about the
transformation of values into a behaviour, “Instead of teaching the lives and actions of role models in
history, environments where children will transform values into a behaviour should be presented.”
Participant 10 remarked about blending the values to be taught with historical subjects, “If lessons are
taught by identifying values with history subjects, it can be an effective values education for history
courses.”

Participants' recommendations for effective values education in history courses include using
contemporary student-centred approaches and historical literacy. Designing appropriate teaching
process for values education in history courses and integrating students into this process as much as
possible will increase the quality of values education.

Discussion, Results, and Suggestions

The study generally includes the evaluation of history courses by history teachers in terms of
values education. Before continuing with specific results about the study, an observation made by the
researcher will be given. In the interviews with the participants, it was observed that participants’ life
experiences, their identities, education they received and the place they lived influenced values
education and the values that were considered. Mohamad, Sihes, Bohari & Suhaini (2020) argue that

186
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

teachers have an important place in values education and teachers' attitudes towards values education
will also affect their actions. It can be said that history courses are an important field in terms of
values education, but some problems are observed during the interviews.

Participants stated that history lessons are a suitable field for values education because of their
following opinions: the subjects included in history have the quality to support values education,
history courses serve the purpose of raising ideal citizens, and they reveal some skills in students as a
result of the relationship established with the past. However, some participants said that the process of
students’ acquisition of values was an individual process. History courses have an important place for
people to know about the events that happened in the past. History courses constitute a suitable field
for values education to gain many skills such as the transfer and continuity of national culture,
individuals’ adaptation to society, and creative, critical, and empathetic thinking (Demircioğlu &
Tokdemir, 2008). Tokdemir (2007), in his study with history teachers, stated that history teachers
created a suitable field for values education and concluded that all kinds of values, especially
political, moral, religious and social values, can be acquired by students. Öztaş (2017) stated that
history courses were considered as an important tool in which the continuity of values and
commitment to values could be gained in every period. It is possible to teach students many values
such as justice, peace, diligence, tolerance, human rights, responsibility, benevolence, love of
homeland and responsibility with the history courses. The studies in the literature support the results
of this study. History courses have a supportive nature for values education

Participants generally found the history education curriculum inadequate in terms of values
education. Such reasons as political history -centred curriculum, lack of indirect explanations for the
implementation of values education, knowledge-based curriculum, and some structural problems were
presented as the main arguments of the participants. However, there are participants who stated that
the curriculum is only a guide and contains sufficient explanations for values education. Tokdemir
(2007) determined that history teachers did not consider history education curricula sufficient enough
in terms of values education and they suggested a curriculum in which more visual materials were
used, stories and biographies were included, and topics of culture-civilization were predominant in
place of the rote learning based on knowledge transfer. Ulusoy (2010) determined that the curricula
developed were compatible with the constructivist education approach, but considering the fact that
there were not clear explanations in the curricula, the responsibility for teaching values were given to
the teachers and textbooks. Keskin (2015), in parallel with Ulusoy's study, emphasized that unlike the
life sciences and social studies curricula, values were not directly explained in the history curriculum.
Yıldırım (2017) found that although values education and principles were comprehensively
emphasized in the history education curriculum, values were not associated with units, gains, and
explanations. Özdemir (2017) found that almost every subject in the curriculum was associated with

187
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

values, and the values of patriotism, responsibility, and benevolence came into prominence. However,
it was revealed that some gains were associated with some values via by force. Erkan & Çoban (2018)
stated that the new history education curriculum was better than the old curriculum in terms of values
education; however, they found that values were not addressed in a comprehensively, adequately and
directly. There are various reasons for this situation. It is a fact that there are expressions about values
education in curricula. However, it is not clearly stated how to gain affective aspects of values. This
situation implicitly causes the realization of values education in values education. Values should be an
important part of formal education. Gaining values in history courses through planned learning
experiences will bring better results (Doğanay, 2015). In fact, both the results of this research and the
previous studies on the subject meet on a common ground. History education curricula are in a better
place than in the past in terms of values education. However, there is a need for a clearer,
understandable history education curricula that is related to values education, directly involves values
education and establishes relationships with learning outcomes and explanations.

Participants generally considered history textbooks inadequate in terms of values education.

This result shows parallelism with the result that history education curricula are inadequate in terms
of values education. Participants’ opinions on this issue include the following: the textbooks should
be prepared from a macro history perspective with a behaviourist approach/knowledge-based
approach, and they are not developed with the intention of implementation/practice. However, there
are also two participants who defend that either direct or indirect information in the textbook
adequately supports values education. Keskin (2015) found that the values stated in the general
objectives of the history courses could not be reflected in the textbooks properly. Moreover, the
values that are tried to be given most are sensitivity (towards Turkish elders, historical and cultural
heritage) and national awareness. In addition, it was revealed that the values of fairness, being
scientific, aesthetics, tolerance and patriotism were included at moderate levels; the values of
independence, solidarity, love, responsibility, and helpfulness were included at low levels. In his
examination on the 9th grade history textbooks, Yıldırım (2017) determined that because the values
were not associated with unit, learning outcomes, and topic explanations in history education
curriculum, they affected the writing of the textbook directly, values education could not be reflected
in a holistic manner and values education had no concrete equivalent. Erkan & Çoban (2018)
emphasized that the history textbooks did not include “root values” adequately under the influence of
old curriculum and approaches but the values given did not correspond at a desired level. Muç &
Pamuk (2020) determined in their research on history textbooks that value transfer was made in
history textbooks, but not as specified in the curriculum. In addition, it was observed that the most
used approach in the transfer of values was to induce values and fewer number of value analysis
approaches were used. It is regarded that the values are dictated to the students more and high-level

188
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

approaches are not used. The result that history education curricula were insufficient in terms of
values education overlaps with other studies conducted at different times in the literature.

It was observed that a significant number of the participants did values education in history
courses in terms of raising awareness of history, raising ideal citizens, and recognizing the differences
of students. Defending the concerns of misunderstanding, unsuitability of the conjuncture, failure of
the attempts and students’ construction of their own values, all four participants stated that they did
not teach values in history courses. The ways used by the participants who teach values in history
lessons included lecture, role model (heroes, historical figures), being an example (teacher behaviour),
drama, empathy, case study, telling anecdotes, dialogue, discussion and problem solving. It was also
found that the participants tried to develop values such as patriotism, national unity and solidarity,
freedom, being scientific, justice, tolerance, empathy, sensitivity, responsibility, solidarity, love and
respect, human rights, peace, honesty, virtue, common sense, and hospitality. It is seen that the values
that the participants try to develop within the students and the methods they use in this sense are in
accordance with the root values specified in the curriculum and other explanations (See MEB, 2018,
pp. 4-6, 12). In this sense, it was understood that the explanations in the curriculum were taken into
consideration, but there was no unity between history teachers in terms of teaching which value on
which subject. Tokdemir (2007) stated that most of the history teachers participating in his study had
a positive attitude towards values education in history courses; however, it was found that they did not
have sufficient information about the definition and scope of value. On the other hand, it was
determined that they tried to teach values of patriotism, national unity and solidarity with many
activities mainly using such methods and techniques as case study, demonstration, narration and with
many activities including discussion, biography, question and answer. Gülmüş (2015) stated that
elementary teachers mostly tried to teach values such as patriotism, respect, tolerance, solidarity,
benevolence, national unity and solidarity, love, diligence, sacrifice, hospitality and independence in
teaching of history subjects of social studies. In addition, it was found that they organized activities
such as drama, reading/narration, trips/observation/interview, visual material, research/examination,
values corner, and competition for values education in history subjects. Demircioğlu, Demircioğlu &
Genç (2016) stated that a significant number of the pre-service teachers participating in the study did
not receive values education, but they expressed that history courses should support values education.
Yıldırım (2018) found that pre-service history teachers stated that the teachers should have
responsibility of teaching values to students. Despite this, it is striking that the teacher candidates
suggested teaching the values that students should have with direct method. The opinions of the
participants who stated that they did values education in history courses are similar to the other
studies in the literature. However, O'Boyle (2004), in his study, shared the idea that values education
was not an easy process since it addressed more affective areas and there may be misunderstanding no

189
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

matter how well-intentioned the teacher was and thus his opinion coincided with some of the opinions
of the participants who did not do values education.

Participants made recommendations such as conducting student-centred activities for

effective values education in history courses, not misusing history, highlighting the social aspects of
events, transforming values into a behaviour, blending values with historical issues, and enabling the
personal development of students. These opinions expressed by the participants are similar to the
results of the studies from the literature. Demircioğlu & Tokdemir (2008) stated that values could be
taught in many ways (sources, literary works such as stories, characters, direct instruction, discussion,
out-of-school practices, etc.) and in addition to this, he stated that active learning approaches based on
collaboration would also contribute to values education. In other words, active and student-centred
approaches that enable learning by doing contributes to permanent values education (Demircioğlu &
Demircioğlu, 2014b). Demircioğlu, Demircioğlu & Genç (2016) in their studies determined that pre-
service history teachers had information about the materials to be used in values education in history
courses, but they did not have enough information about the method. Okumuş (2020) observed that
student-centred history courses taught through activities based on visuality made positive
contributions to students’ learning democratic values, increasing their ability to express and
perception of democratic values, and thus the course has become interesting and understandable.
Gündüz (2018) carried out a study on the value of patriotism and concluded that student-centred
activities and using teaching materials appealing to many senses would be beneficial for values
education. Considering the studies in the literature, it can be said that a student-centred and values
education with a purpose will contribute to history courses.

Considering the results of the study, the following recommendations are offered:

 The nature of history lessons constitutes a suitable field for values education. In-
service training can be given to teachers to use this area effectively.
 A guidebook consisting of good examples for values education in history education
should be prepared.
 National and local workshops and panels should be organized for more awareness
raising on the subject.
 History curriculum should be revised to support values education and to associate
values with subjects.
 The number of materials and activities for values education should be increased in
history textbooks.
 The effects of different methods in values education should be investigated in future
studies
References

Arthur, J., Davies, I., Kerr, D., Haydn, T. & Wrenn, A. (2001). Citizenship through secondary history. (1th
Edition). London and New York: Routledge-Falmer.

190
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Aydın, M. Z. & Akyol-Gürler, Ş. (2014). Okulda değerler eğitimi. (4th Edition). Ankara: Nobel.
Bal, H. (2016). Nitel araştırma yöntem ve teknikleri. (1th Edition). Bursa: Sentez.
Christensen, L. B., Johnson, R. B., & Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. (12.
Translation from the Press). Ahmet Aypay (Translation Editor). Ankara: Anı.
Dawson, C. (2015). Araştırma yöntemlerine giriş. (4. Translation from the Press). Asım Arı (Translation
Editor). Konya: Eğitim.
Demircioğlu, İ. H. & Demircioğlu, E. (2014a). Tarih eğitimi ve değerler. Refik Turan & Kadir Ulusoy
(Ed.). Farklı Yönleriyle Değerler Eğitimi (1th Edition) in (pp. 269-285). Ankara: Pegem.
Demircioğlu, İ. H. & Demircioğlu, E. (2014b). Türk dünyası bilgeleri ve değer eğitimi. Türk Dünyası
Bilgeler Zirvesi: Gönül Sultanları Buluşması, 26-28 May 2014, Eskişehir.
Demircioğlu, İ. H., Demircioğlu, E. & Genç, İ. (2016). Tarih pedagoji programı öğrencilerinin gözüyle
değer eğitimi: Trabzon örneği. Değerler Eğitimi Dergisi, 14 (32), 59-78.
Demircioğlu, İ. H. & Tokdemir, M. A. (2008). Değerlerin oluşturulma sürecinde tarih eğitimi: Amaç, işlev
ve içerik. Değerler Eğitimi Dergisi, 6 (15), 69-88.
Demirhan, C. (2014). Tarih öğretiminde değerler eğitimi. İsmail Güven (Ed.). Tarih Öğretimi Kuram ve
Uygulama (1th Edition) in (pp. 361-374). Ankara: Pegem.
Dilek, D. (2007). Tarih derslerinde öğrenme ve düşünme gelişimi. (3th Edition). Ankara: Nobel.
Doğanay, A. (2015). Değerler eğitimi. Cemil Öztürk (Ed.). Sosyal Bilgiler Öğretimi (3th Edition) in (pp.
225-256). Ankara: Pegem.
Ekşi, H. & Katılmış, A. (2016). Uygulama örnekleriyle değerler eğitimi. (1th Edition). Ankara: Nobel.
Ergen, G. (2019). Value literacy: A new model for education of character and values. Educational Policy
Analysis and Strategic Research, 14(2), 45-75.
Erkan, S. & Çoban, A. (2018). Değerler açısından tarih öğretim programları ve ders kitaplarının
incelenmesi. 21. Yüzyılda Eğitim ve Toplum, 7 (21), 771- 789.
Fitzgerald, J. (1983). History in the curriculum: Debate on aims and values. History and Theory, 22 (4),
81-100.
Genc, S. Z., & Eryaman, M. Y. (2008). Changing values and new education paradigm. Journal of Social
Sciences of the Afyon Kocatepe University, 9(1), 89-102.
Güler, A., Halıcıoğlu, M. B. & Taşğın, S. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (1th
Edition). Ankara: Seçkin.
Gülmüş, R. (2015). İlkokul 4. sınıf sosyal bilgiler dersi tarih konularında değer öğretimine ilişkin sınıf
öğretmeni görüşleri. Unpublished master’s thesis. Mehmet Akif Ersoy University Graduate
School of Educational Sciences, Burdur.
Gültekin, F. (2010). Tarih öğretiminde değerler. Mustafa Safran (Ed.). Tarih Nasıl Öğretilir? (1th Edition)
in (pp. 131-137). İstanbul: Yeni İnsan.
Gündüz, D. D. (2018). Tarih öğretmenlerinin ortaöğretim öğrencilerine “Vatanseverlik” değerini
öğretirken kullandıkları değer yaklaşımlarının tespit edilmesi. Unpublished master’s thesis.
Süleyman Demirel University Graduate School of Social Sciences, Isparta.

191
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Gürbüz, S. & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe, yöntem, analiz. (1th
Edition). Ankara: Seçkin.
Karasu-Avcı, E., Faiz, M. & Turan, S. (2020). Etkili vatandaşlık eğitiminde değerler eğitimi: Sosyal
bilgiler öğretmenlerinin düşünceleri. Değerler Eğitimi Dergisi, 18 (39), 263-296.
[Link]
Kaya, M. & Taşkın, O. (2016). Okulda değerler eğitimi. Mustafa Köylü (Ed.). Teoriden Pratiğe Değerler
Eğitimi (1th Edition) in (pp. 131-157). Ankara: Nobel.
Kaya, R. (2006). Tarih eğitimi ve tarih bilinci, Çağdaş Eğitim, 330, 33-39.
Keskin, Y. (2015). Tarih dersi öğretim programı ve ders kitaplarında değerler eğitimi. Turkish Studies, 10
(7), 659-674. [Link]
Keskin, Y. (2016). Değerler eğitimi. Dursun Dilek (Ed.). Sosyal Bilgiler Eğitimi (1th Edition) in (pp. 311-
331). Ankara: Pegem.
Kızıler, H. & Canikli, İ. (2015). Değerler eğitimi. (1th Edition). Karabük: Deneme.
Korostelina, K. (2008). History education and social identity. Identity: An International Journal of Theory
and Research, 8 (1), 25-45.
Köse, E. (2013). Bilimsel araştırma modelleri. Remzi Y. Kıncal (Ed.). Bilimsel Araştırma Yöntemleri (2th
Edition) in (pp. 99-123). Ankara: Nobel.
Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi. (2. Translation from the Press). Sadegül
Akbaba Altun & Ali Ersoy (Translation Editor). Ankara: Pegem.
Milli Eğitim Bakanlığı. (2018). Ortaöğretim tarih dersi (9, 10 ve 11. Sınıflar) öğretim programı.
[Link]
Muç, K. & Pamuk, A. (2020). Tarih ders kitaplarında değerler ve değer aktarım yaklaşımları. Turkish
History Education Journal, 9 (2), 586-603. [Link]
Mohamad, N., Sihes, A. J., Bohari, N. M. & Suhaini, M. (2020). A systematic review on history teachers
practices towards teaching values across the curriculum. International Journal of Innovation,
Creativity and Change, 11 (12), 761-782. [Link]
O’Boyle, A. (2004). The changing identities of history teachers in an İrish school. Pedagogy, Culture and
Society, 12 (3), 415-432. [Link]
Okumuş, O. (2020). Savaşın içinde barışı öğretmek tarih derslerinde demokrasi eğitimi. (1th Edition).
Ankara: Pegem.
Özdemir, K. (2017). Tarih dersi öğretim programının değerler eğitimi açısından incelenmesi. International
Journal of Education Technology and Scientific Researches, 4, 240-257.
Özden, Y. (2013). Eğitimde yeni değerler. (9th Edition). Ankara: Pegem.
Öztaş, S. (2017). Ortaöğretim tarih derslerinde tarihî filmlerin değer eğitiminde kullanımı. İnsan ve
Toplum Bilimleri Araştırmaları Dergisi, 6 (5), 3076-3099.
Öztaş, S. (2018). Literary genre in value education history courses: Poems. Journal of Education and
Training Studies, 6 (5), 34-39. [Link]
Paykoç, F. (1991). Tarih öğretimi. (1th Edition). Eskişehir: Anadolu Universitesi.

192
Educational Policy Analysis and Strategic Research, V16, N1, 2021
© 2021 INASED

Safran, M. (2006). Tarih eğitimi makale ve bildiriler (Coltham, J. B. & Fines, J. (1971). Educational
Objectives for the Study of History, The Historical Associaton, Translation from the 107th
issue). (1th Edition). Ankara: Gazi.
Tokdemir, M. A. (2007). Tarih öğretmenlerinin değerler ve değer eğitimi hakkındaki görüşleri.
Unpublished master’s thesis. Karadeniz Technical University Graduate School of Social
Sciences, Trabzon.
Tokdemir, M. A. (2017). Tarih eğitimi ve değerler. İsmail H. Demircioğlu & Ebru Demircioğlu (Ed.).
Türkiye’de Tarih Eğitimi Araştırmaları El Kitabı (1th Edition) in (pp. 325-339). Ankara:
Pegem.
Ulusoy, K. (2005). Tarih dersinde ahlaki değerlerin aktarımı, bir okuma parçası örneği. Milli Eğitim, 168,
126-133.
Ulusoy, K. (2010). Değer eğitimi: Davranışçı ve yapılandırmacı yaklaşıma göre hazırlanan tarih
programlarında değer aktarımı. Trakya Üniversitesi Sosyal Bilimler Dergisi, 12 (1), 32-51.
Ulusoy, K. & Arslan, A. (2014). Değerli bir kavram olarak “değer ve değerler eğitimi”. Refik Turan &
Kadir Ulusoy (Ed.). Farklı Yönleriyle Değerler Eğitimi (1th Edition) in (pp. 1-16). Ankara:
Pegem.
Ulusoy, K. & Dilmaç, B. (2015). Değerler eğitimi. (3th Edition). Ankara: Pegem.
Yeşil, R. & Aydın, D. (2007). Demokratik değerlerin öğretiminde yöntem ve zamanlama. Türkiye Sosyal
Araştırmalar Dergisi, 11 (2), 65-84.
Yel, S. & Aladağ, S. (2015). Sosyal bilgilerde değerlerin öğretimi. Mustafa Safran (Ed.). Sosyal Bilgiler
Öğretimi (4th Edition) in (pp. 119-150). Ankara: Pegem.
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (7th Edition). Ankara:
Seçkin.
Yıldırım, S. G. & Demirel, M. (2019). Türk tarihinde değerler ve değerler eğitimi üzerine bir inceleme.
Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 5 (1), 92-99.
Yıldırım, T. (2017). Yeni ortaöğretim tarih ders programları ve kitaplarında değerler eğitimi, Turkish
Studies, 12 (33), 557-572. [Link]
Yıldırım, T. (2018). Tarih öğretmen adaylarının programdaki değerlere ilişkin değer hiyerarşileri,
gerekçeleri ve önerileri. Opus Uluslararası Toplum Araştırmaları Dergisi, 8 (14), 296-320.
[Link]

193