The assesment of student attitudes and views towards traditional and democratic values in the history programme of high school in terms of various variables

ABSTRACT In this study, differences according to gender, level and the school in the grade 10, 11, and 12 students? attitudes towards traditional and democratic values in high school history course curriculum are examined in this study. Traditional and Democratic Values Scale were prepared and the students? opinions were asked. However, all the history course curricula accepted throughout the Republican Age, and expressions about values placed in aims and explanation sections of these curricula are designated. It is seen that the aim section was put into high school curriculum in 1971 in Republican Age. The universe of this study is comprised by grade 10, 11, and 12 students and the sample of this study is composed of totally 824 students from Ankara Mamak Anatolian ?mam Hatip and Mamak ?mam Hatip High School, Ankara Mamak Kutludüğün ?MKB Mulitprogram High School, Bingöl Anatolian High School, Denizli Anatolian High School, Giresun Anatolian Teacher High School, ?stanbul Besiktas Sakıp Sabancı Anatolian High School, Mersin Silifke Anatolian High School ve Sanlıurfa Mehmet Günes Anatolian High School. The data gathered by the developed scale is analyzed by using SPSS software program. Arithmetic Mean and standard deviation are used to determine the values; one way variance (ANOVA) is used to compare the levels and schools; t-test is used to compare the gender differences. Some of the results gained in this study are: It is seen that schools tend to participate in democratic values more than traditional ones. t-test results, according to the gender, it is seen that while female students tend to participate in democratic values more than male students, male students tend to participate in traditional values. v As a result, it can be said that traditional and democratic values are successfully transferred in history classes. The objectives aiming to make students acquire traditional and democratic values are seen in aims and explanation sections of history curricula.