Teaching responsibility value via socratic questioning method

The aim of the study: Determining how 6th grade students perceive the responsibility value which is bringed students elementary school 1-3 Grades Life Science Lesson and 4-8 Grades Social Studies Lesson Curriculum, the responsibility types showed by the students and retention this value by examining. Study was conducted with a mixed method in which quantitative and qualitative data were collected at the same time. The study was conducted with 75 students studying in a secondary school which is operated under Ministry of National Education in Ankara. In the scope of this study, interview, observation and quasi-experimental design was conducted and structured interview form, focus group interviews, mind map, script writing, drawing picture and video records were used as data collection tools. In data analysis, content and descriptive analyses were used. As a result of the study; Students specified the responsibility as duties which are given by others (mother, father and other elders). After the focus group interviews, they specified the responsibility as works which they should perform but not the duties given by others. Responsibility types showed by students are collected under seven different dimensions. These dimensions are responsibilities toward family, personal academic responsibilities, responsibilities related to personal health, interpersonal responsibilities, responsibilities towards natural environment, religious responsibilities and public responsibilities. When the data which is related to pre-application, post-application and permanency is analyzed, it has been observed that interpersonal responsibility, responsibility towards environment and public responsibilities of experiment group, in which Socratic questioning has been conducted by creating a social life, have been more developed than of control group and the group in which only Socratic questioning has been performed.