Examination of the science course value education scale scores of the teachers conducting the science course according to different variables

Values; are the most significant factors that directly guide the emotions and behaviors of individuals in the society they live in and shape the behaviors that are accepted as correct by the majority of the public. Studies show that systematic value education in schools is essential. Teachers who will carry out this training are one of the most important pillars of value education. From this point of view, the aim of the study is; to determine the awareness levels of the teachers who teach science at primary and secondary schools, their level of interest in values education, their negative thoughts about values education, and their expectations about values education, and to examine the scores obtained from these dimensions and the whole scale in terms of different variables. As a data collection tool, the "Science Class Value Education Scale" (FBDÖ) was developed. At this stage, data were collected from 397 teachers. The Cronbach Alpha reliability coefficient of the scale was found to be 0.832; face, content, and construct validity studies were carried out. The scale developed for the actual application; was applied to 243 teachers who teach science courses working in primary and secondary schools in Giresun, Turkey. The data were analyzed with the SPSS 21 statistical package program. In the analysis; normality analyses, one-way analysis of variance (ANOVA), independent groups t-test, Mann-Whitney U-test, descriptive analyzes, and Levene's test were used to determine the homogeneity of variance. According to research data; the conclusion is that female teachers' awareness of achievements and their expectation levels for values education is higher than male teachers and that married people have a higher level of interest in values education than singles in the marital status variable. Based on the results, suggestions were made to the Ministry of National Education to support the development of teachers on values education, and to researchers that a similar study could be done with a phenomenological method, interview, or mixed-method in order to access teachers' subjective knowledge. Keywords: Value education, sciences, teacher