Abstract:

This study aims to study questions in primary school 4th and secondary school 5, 6, 7th class social information curricula in terms of the values emphasized in the fields of learning. The study was conducted by the method of document examination. The examples of the study are the National Ministry of Education, Education and Education Council's decision to create class social information lessons that are free of charge distributed in primary and secondary schools in the educational and educational year 2020-2021. The study first determined the highlighted values for each learning field in the 2018 Social Information Curriculum. Questions in the learning fields in the curriculum books are also analyzed according to these determined values. According to the data obtained, the total number of questions in the learning fields contained in the classbooks in accordance with the class levels and the number of questions in accordance with the determined values are quantified in different subjects and presented in tables. The results of the analysis have found that the value questions in the fields of learning in the social information curricula and the value-containing questions in the curricula of different classes differ in percentage ratio. Due to these differences identified in the curriculum and in the curriculum books, students will not be able to gain some values enough while earning some values at a good level. Also, when the student passes to a top class, the forgiveness will occur because the values he learnt are not processed again. In accordance with these findings, it may be recommended that the value questions in the social information curricula are increased and the values emphasized in the learning fields are prepared and distributed proportionally according to the learning fields.

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