Acquring responsibility value through event based value education in elementary school 4th grades

The aim of this research is to investigate the effect of activity-based value education on the value of responsibility in 4th in grade elementary school. The study group is a fourth-year student of the state elementary school in Erzincan. There are 19 students in the experimental group. There are 17 students in the control group. Total 36 students are available. In order to reveal the difference between the attitudesof the control group in which activity-based reponsibility value training is applied to the test group, the experimental method was used in the preliminary-test final-test control group. This study compares the experiments and control groups based on quantitative data within and between them. Qualitative research patterns have been used to obtation more in-depth data from participants. In the collection of research data, the responsibility scale was benefied from my emotions and thoughts in sports mu parent interview form and student behavior follow-up chart. The date has been collected in accordance with what quantitative and qualitative research techniques. T test and ANOVA test were used in the analysis of quantitative data collected. In the analysis of qualitative data, we have been benefi ed from the analysis of the descriptive and content. For this purpose, an awareness of the concept of responsibility has been attempted to carry out the responsibilities of carrying eggs to the students in the sample. Home and school responsibility studies have been conducted to consolidate the concept of liability. To fulfill the responsibility of the class and school responsibilities of the student reponsible for carrying the egg carriage responsibilities of the behavior flower painting and the fılfillment of the responsibility of the house to fulfill the bahavior as the star of the week by completing the follow-up schedule awarded. The effect of the activities carried out according to the data obtained is interpreted as a responsibility. As a result of the research, the effectiveness of the students in the experimental group where activity-based teaching is performend has increased their attitude points. Gender, number of siblings, mother and father education status, mother and father profession, parents association status, economic level, own room and the person variables to help the study of the student's responsibility attitude scale scores no significant differences have been encountered. In control group students, variables other than the economic level variable are not significantly different. The activities of activity base responsibility value training in our study have been embodied in the process of teaching. It has been effective on students because it provides learning by living activities. It has been observed in the process of implementation where activities facilitate the value of responsibility and maket he educational process enjoyable. Keywords: Value Education, Activity Based Values Training, Egg Transport Effectiveness, Liability Value