Abstract:

In the Life Knowledge Course Teaching Program prepared by the Ministry of National Education for first, second and third classes, although the values to be awarded to students have been clearly determined, there is no information about how these values will be awarded and how they will be measured and assessed whether they are awarded or not. Values have also been identified by many researchers where education is not effectively provided. It is believed that the gain of value could be positively influenced if the values are taught directly in the Life Knowledge course. In this context, the purpose of the research is to reveal how the value transfer approach has changed in giving responsibility value in the Life Knowledge Course. For this, student responsibilities are associated with unit achievements according to the stages of the approach. The curriculum of this integration has been applied to the working group during the second unit of the Second Class Life Knowledge course. The research is designed as a parallel pattern that is close to the karma research patterns. Typical case sampling techniques have been used in the research purposes of sample methods. The research work group is students in a branch that continues to the second class of a primary school in the Batman province center in the 2017-2018 educational year. Data collection tools have been used as an open-air question form and responsibility gain test. In the analysis of the collected data, quantum and qualitative analysis methods have been used. The study found that the students in the branch in which the application was carried out gained defined responsibilities and that the value transfer approach based on the direct gain of values showed a positive change in giving students family and personal responsibilities.