Özet:

This research is a qualitative study aimed at revealing the situation of how values are gained in life knowledge courses. In this study, the quality research models were used as a "situation study model". In the first stage of the study, a semi-structured conversation method was used with class teachers in the context of values education, life knowledge lessons and values education faces-to-face discussions were conducted. In the second stage of the study, the processes of application of values education in life knowledge courses were observed. Research 2018 - 2019 was carried out in the first semester of the education - teaching period. The analysis of data is done with the help of the NVivo quality analysis program. According to the results of the research, while teachers indicate that they use more values in life-knowledge courses in conversations, observations show that teachers use the values of values in class practices. Class teachers in life knowledge courses have used the value-interpreted value-interpreted value-interpreted value-interpreted approaches. The results of the observations were not found in value analysis and ethical judgment approaches. During the observations, the teachers of the classroom did value teaching according to the 485 times valued telkini approach. The other values that appear in the observations are the educational approach of value explanation. This approach has been used 46 times throughout the observations.

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