Abstract:

As it is known, learning is defined as an experience that brings permanent behavior changes to individuals. The basic condition of learning is to be able to exhibit it in our living and in our behavior. Otherwise, the information (we think) we have learned will soon tend to disappear. On the other hand, if we transfer knowledge, skills and values that we can not apply in our lives to other individuals, it destroys our cogency in the teaching process. Hence, we can not teach others what we do not believe and do not apply in our lives. Accordingly, within the research such values as fairness, scientificness, solidarity, sensitivity, honesty, tolerance, respect, love, responsibility and helpfulness were taken into consideration among 20 values in the program of social studies. The aim of the research is to determine the state of realization of these values in the mutual experience of social studies teacher candidates within the class and to make various inferences regarding whether they vary according to class levels. In addition, while the research process was continuing in line with this purpose, a new target was determined and was focused on the effect of in-class grouping upon the acquisition of values... The research was carried out at the end of 2014 - 2015 academic year among 1st, 2nd, 3rd and 4th grade teacher candidates attending Erciyes University Social Studies Teacher Training Department. Qualitative research approach was used in the research. The data were obtained with the help of an "Opinion Form" prepared by the researcher and an "Interview". In the research, we reached to 301 social studies teacher candidates and interviewed a total of 16 students from all grades. Qualitative Data Analysis approaches have been used in the analysis of data obtained during the research. From these approaches, the data obtained from the Descriptive Analysis opinion form were used to analyze the Content Analysis of the data obtained from the interview. As a result of the research, it was achieved that the teacher candidates do not sufficiently reflect the stated values in the classroom experiences and that the most important problem ahead of experiencing the values is the in-class grouping.

Keywords: