Özet:

Value teaching is a very important concept in terms of educating qualified citizens and democratic processes. In addition, it has an active role in terms of cultural transfer and state-citizen relations. In this research, it was aimed to determine the distribution of the values in the fourth grade Human Rights, Citizenship and Democracy text book according to the units in text and non-text (visual) elements, the frequency of usage and approaches that have been adopted for teaching. In the study which adopts the qualitative research method, the data were collected by using the document examination technique and analyzed with the content analysis technique. After categorization, coding, validity and reliability stages; counting system and inference process was commenced. As a result, it was seen that the values are not homogeneously distributed in the texts and also in the non-text elements, they are piled up in certain units, and the content is available for some values but very few. In terms of value approaches, it was reached that the teaching of value through suggestion based on the transfer of pre-determined values directly to the students without questioning is used most intensively. It was determined that there is very little place given for value disclosure (value setting), ethical reasoning (moral dilemma) and value analysis approaches.

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