Abstract:

Abstract The aim of this study is to improve the respect toward Turkish elders, patriotism, and self-confidence of fourth grade female students by implementing activities based on empathy processes and values education techniques in conjunction with the heroism, stories, and values of Turkish female heroines. The research employed an experimental design with a pretest-posttest control group. In this process, in order to increase the self-confidence of the students in the experimental group with respect to their Turkish elders, their patriotic attitudes and self-confidence, activities suitable for empathy and value education methods were developed and implemented by making use of the life stories of some Turkish female heroines in the 4th grade Social Studies course in primary school. As part of this study, data were collected using questionnaires developed in accordance with quantitative research data collection techniques. Mann Whitney U test and Wilcoxon Signed Rank test have been used for the analysis of the data. By utilizing the life stories of some Turkish female heroines from the 4th grade Social Studies course in primary school, activities suitable for empathy and value education methods were developed and implemented in order to increase the self-confidence and patriotic attitudes of students in the experimental group. According to pretest results, there is a significant difference between the experimental and control groups in respect and patriotic attitudes, as well as in self-confidence. The posttest results showed no significant differences between the experimental and control groups in self-confidence, respect for Turkish elders, and patriotism attitudes. It has been shown that the activities prepared according to the study's objectives and applied in the experimental process significantly improved the sense of self-confidence, respect for the Turkish elders, and patriotism of the female students in the experimental group and brought them up to the same level as the control group students.

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