Examination of the existence of ten root values ın primary school 4th grade level ın line with course materials and teachers' opinions

The aim of this research is to determine the distribution of ten root values in primary school 4th grade course materials and to determine the opinions of primary school teachers on values education. In order to achieve this goal, a qualitative research method, case study, was preferred. Two different techniques were used in collecting data within the scope of the research. First, document analysis technique was used to examine primary school 4th grade course materials in terms of ten root values; secondly, interview technique was applied to obtain the opinions of teachers on values education. In the selection phase of course materials, primary school 4th grade course books, workbooks and e-books were examined. In the teacher interviews, opinions were collected from 20 teachers with different seniority and gender from schools with different socioeconomic levels through a semi-structured interview form. Descriptive analysis was used in the analysis of the data obtained regarding the course materials, and content analysis method was used in the data obtained from the teacher interviews. As a result of the data obtained through the document review of this research, it is seen that the frequency of the ten root values is highest in Turkish and social studies course materials; the most common root values are patriotism and self-control; and the least common root values are patience and honesty. This situation shows that the transfer of the ten root values is intense in some course materials and that not all course materials are comprehensive enough in terms of root values, and that there is a big difference between the most and least used values. In the interviews conducted with the teachers, the majority of the teachers stated that values education is important in terms of students' character development and ensuring social order, but they expressed the opinion that values education given only at school is not sufficient and effective. Most teachers emphasized that the reflection of values education given at school without family participation will be limited on students' behaviors. In addition, the teachers attributed the biggest problem of values education to the lack of family participation. The majority of the teachers stated that they mostly used the case study method in the values education process and provided examples from daily life with this method. While the majority of the teachers accepted that the ten root values were necessary, they stated that other values should also be included in the education programs. Suggestions were made in line with the findings obtained.