Values education in life-science course according to values teaching approaches

The aim of this research is to reveal how the value teaching approaches change in gaining value responsibility in the Life-Science Course of second grade in elementary schools. For this purpose, student responsibilities have been associated with the gains of the course in accordance with the value teaching approaches. The plans of this integration were applied to the study group during the second unit of the Life-Science Course of the second grade. The research is designed as a covergent parallel pattern from mixed researches research designs. In the study, typical state sampling technique from purposeful sampling methods was used. The study group of research is constituted of four branches students who are in the second grade of a primary school in the district of Batman province center in the academic year of 2017-2018. The number of students in the branches is 106. Working Sheets, Open-ended Questionnaire, Semi-structured Interview Form, Responsibility Test and Student Observation Form were used as data collection tools. In the analysis of collected data, quantitative and qualitative analysis method was used. Although values education is seen as a need, it is seen that values education is not implemented programmatically. In addition, limited comprehensive, theory-based applications and contents, values not being associated with the gains in educational program, and the teacher has not being determined how to act in value teaching causes a gap in the value gain. It is thought that the mentioned gap can be filled with associating the values to be gained with Life-Science gains and preparing the contents and evaluation tools according to this integration. In addition, it is thought that the appreciation of the students will be positively changed by the direct acquisition of the program in accordance with the value teaching approaches. According to the findings, after the research process, it was seen that the students gained responsibilities in all branches which the application was carried out. As a result, in the second year of Life-Science Course; direct value teaching, which is based on value incultation, value clarification, value analysis and action learning approaches, showed a positive change in terms of gaining responsibility of students. Keywords: Life-Science course, value, responsibility, value education, value inculation, value clarification, value analysis, action learning