An Examination of 2020 secondary school guidance programs and recommended activities in terms of value education

Classroom guidance activities are implemented at the secondary school level in line with the 2020 classroom guidance program of the Ministry of National Education, Board of Education and Board of Education. In these activities, "root values" and "character strengths" were taken into consideration. In this study, it was aimed to examine the secondary school classroom guidance program dated 2020 and to reveal the values in the proposed activities. This study was conducted using the single survey model, one of the general survey models. The study was conducted using the "document analysis technique" in the context of the survey model. In the document analysis process, descriptive analysis steps were used. Easily accessible case sampling was used in the study and all activities at the 5th, 6th, 7th and 8th grade level prepared for the secondary school classroom guidance program dated 2020 and the achievements in the program were analyzed. In the study, the frequency and form of values according to developmental areas, grade levels and value classifications were analyzed separately. As a result of the research, it was seen that more values were included in the social emotional development area at all grade levels. Although the academic development area includes activities related to values, these values are not as prominent as in the social emotional development area. Values were included the least in the career development area. As the grade level increased, the number of values included in the activities decreased. The activities with the highest number of values were found at the 5th grade level, while the activities with the lowest number of values were found at the 8th grade level. Universal values were significantly more emphasized at all grade levels. Although religious and moral values were less emphasized than universal values, they were distributed in a balanced manner at each grade level. The number of aesthetic, political, scientific and social values is low at all grade levels. In guidance activities, love, sensitivity to responsibilities, kindness, diligence, respect, and cooperation are the most common values. Tolerance, goodwill, sensitivity to the natural environment, gratitude, peace, sharing, aesthetic sensitivity, democracy awareness, hospitality, solidarity, good manners, gentlemanliness, not wasting are the least common values. Values such as love of nation, national consciousness, patriotism, freedom and independence were not sufficiently included in the activities.