The use of stories in Mevlana's Mesnevi in teaching root values

This study aims to examine the use of Mesnevi stories in the teaching of ten root values, which the Ministry of National Education started to include in all lessons with the renewed curriculum and to develop sample activity plans by using teaching methods and techniques suitable for Mesnevi stories. In this context, first of all values, values education, root values, story method, Mevlana's life, Works and undersstanding of education were discussed, then how Mevlana handled the root values in Mesnevi was examined. Sample activity plans have been prepared that can enable the stories in Mesnvei to be used more effectively in teaching root values. While creating sample activity plans, different teaching methods and techniques were taken into account to prevent monotony, maket the lesson more effective and improve the a students skills. Finally, as a result of the interviews, the opinions of religion culture ethics knowledge (RCEK) teachers about root values, the methods and techniques they used, the resources they used and the difficulties they encountered during the process were determined. Qualitative research approach and phenomenological design were used in the study. In this context, after the litetature rewiew, semi-structured interviews were conducted with 10 RCEK course teachers working in Sakarya. In the slection of the study group, criterion sampling and easily accessible case sampling were preferred. While a semi-structured interview form was used to collect the data, descriptive analysis was used to analyze the interviews. The findings obtained from the research were examined under the headings of the participants wiews on root values and their teaching, their views on the use of stories in root value teaching, their views on the functionality of root values, and their views on the difficulties encountered in value teaching. According to the participants, the most important factors in gaining values are; the role model of the teacher, the provision of learning environments where students can learn by doing and experiencing, and the contribution of the family. In this direction, RCEK teachers suggest offering exemplary models to students, ensuring school-family cooperations, using stories in values education, and making effective use of teaching method techniques and technology.