Attainment level of the values of the primary social studies lesson for 4th and 5th class

The research was carried out in order to determine the effect of different variable the attainment level of values that are selected by using random method among the values of ?giving importance to be healthy, cleanliness, helpfulness, being scientific, hospitality, love of nature which are mentioned in the primary 4th level Social Studies Curriculum and values of aesthetics, sensitiveness to the historical heritage, solidarity, hardworkness, sensitiveness to natural environment, academic honesty which are mentioned in the 5th class Social Studies Curriculum prepared by based on the Constructive Approach in 2005. To this aim, four point Likert scale has been developed for both classes. Furthermore, in the research quantitative data were supported by a qualitative work in which the method of interview made with teachers.The research has been organised in the form of survey model and has a quantitative quality. The research?s universe was constituted using descriptive method by the students who were in the fifth and sixth classes in the central primary official schools of Ankara in 2007-2008 academic year. The research?s sample however was costituted by using random method from 8 Primary Official Schools in Ankara for 1245 students from the fifth classes, 1315 students from the sixth classes, 34 teachers who taught them in previous year were selected.In the research in order to determine the effects of the independent variables which may be effective and the attainment level of values of Social Studies Curriculum (4th and 5th classes), a scale was applied. The quantitative data obtained through scale were evaluated by using arithmetic average, standard deviation, t-test and ANOVA (one way) analyses in the SPSS statistical programme. Qualitative data were assessed by content analysis method after the analysis of the data obtained from interview forms.Results and findings concluded from the research are as follows:The values of ?being scientific? and ?aesthetics? which exist in the forth and fifth classes Social Studies Curricula were attained at the level of ?I usually agree?. The values of love of nature, cleanliness, helpfullness, hospitality, giving importance to be healthy, sensitiveness to natural environment, academic honesty, hardworkness, solidarity and sensitiveness to historical heritage which exist in the same curricula were obtained at the level of ?I completely agree.?Between the attainment level of values which exist in the forth and fifth classes Social Studies Lesson Curricula, a meaningful difference was found in favour of female students in terms of the values of ?love of nature, cleanliness, helpfullness, hospitality, giving importance to be healthy, hardworkness, sensitiveness to historical heritage, academic honesty and aesthetics;A significant difference hasn?t been determined between the acquisition level of the values covered by Social Studies Curriculum of 4th class and the independent variables which are; academic background of the mother, occupational status of the mother and father, the number of family members. There is also a significant difference between the acquisition level of the values covered by Social Studies Curriculum of 5th class and the occupational status of the mother and the number of family members.From the content analysis of the responses given by teachers to the interview questionnaire, it has been determined that the Social Studiescurricula which cover values education are received favourably; teachers benefit from the argumentation, inspiration, critical approach, visual materials and expressional techniques.They get in trouble in values education mostly arising from the effect of media, family and society, they face problems due to incompatibility of the life of the students out of the school with the values that are tried to be given; they are of the opinion that values education is not sufficiently included in the students? books; they think that the values selected to be directly given in the units were positive and correctly determined; they observe positive changes in the students? attitudes after the values education and they have different requests and suggestions regarding values education.Key Words: Values education, character education, moral education, citizenship education, social studies lesson