Investigation of the effect of the hidden program on primary school social students course values education in accordance with the opinions of classroom teachers

The purpose of this research is to examine the effect of the hidden curriculum in value teaching in primary school Social Studies course, in line with the opinions of classroom teachers. The research was designed according to phenomenology, one of the qualitative research methods. Eight classroom teachers working in public schools in the Kadışehri district of Yozgat province of the Central Anatolia Region participated in the research. Participants were determined according to criterion sampling, which is one of the purposeful sampling types. Data were collected with a semi-structured interview form developed with expert support. The data obtained was analyzed using the inductive analysis technique. As a result of the research, it was determined that classroom teachers attach importance to values education in the primary school Social Studies course, they prefer active learning and out-of-class activities in values education, family and social environment affect values education, and the hidden curriculum teaches values more effectively. Based on the results of the research, suggestions were made to use the hidden curriculum in values education more effectively, to include the family and the social environment in values education, to increase informal learning by organizing social events, and to focus on active and experience-based value education.