Evaluation of students' values of honesty and truth based on scenarios

DOI:

https://doi.org/10.14527/pegegog.2015.024

Abstract

Scenario could be used to evaluate individuals' values, preferences, and attitudes about special issues or content as a data collecting approach in research. The aim of this study is to investigate the participants' preferences and values about particular situations. The participants consisted of 104 senior elementary education students at the education faculty. In order to collect the data, five scenarios were presented to students and then asked them to write how they behaved when they experienced the situation in the scenario. After collecting students' responses, content analysis were used to examine students' preferences and ranked from highest to lowest. The results indicated that almost half of the students in this study had attitudes and tendencies towards cheating. However, the majority of the students expressed honestly to share with their parents. On the other hand, they expressed that they were willing to help as a witness to investigate to find truth in case of that it was not their business. The importance of the study investigated has a crucial indication for future of society to be order and dynamisms

Downloads

Download data is not yet available.

References

Bolay S. H. (2007). Aşkın Değerler Buhranı, Değerler ve Eğitimi. Uluslararası Değerler ve Eğitimi Sempozyumu (Edt. R. Kaymakcan et al.). İstanbul: DEM Yayınları.
Doğanay, A. (2009). Değerler Eğitimi. Hayat Bilgisi ve Sosyal Bilgiler Öğretimi: Yapılandırmacı Bir Yaklaşım (Edt. C. Öztürk). Ankara: Pegem A Yayınları.
Erdem, A. R. (2003). Üniversite kültüründe önemli bir unsur: Değerler. Değerler Eğitimi Dergisi, 1(4), 129-149
Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th edt.). New York: McGram-Hill Companies, Inc.
Goleman, D. (1995). Duygusal Zekâ: Neden IQ'dan daha önemlidir. (Trans: B. S. Yüksel (2002), (21. edt). İstanbul: Varlık Yayınları.
Hall, C. S. & Lindzey, G. (1978). Theories of Personalities (3th edt.). New York: John Willey & Sons.
Güler, A. (2008). Türk toplumunda korku kültürü. Ankara: Punto Tasarım.
Güngör, E. (1993). Değerler psikolojisi. Amsterdam: Hollanda Türk Akademisyenler Birliği Vakfı Yayınları.
Güngör E. (1998). Değerler Psikolojisi Üzerine Araştırmalar. İstanbul: Ötüken Yayınları.
Kuşdil, M. E. & Kağıtcıbaşı, C. (2000). Türk öğretmenlerin değerler yönelimi ve Schwartz değer kuramı. Türk Psikoloji Dergisi, 15(45), 59-76.
Lupton, R. A & Chapman, K. J. (2002). Russian and American College Students' Attitudes, Perceptions, and Tendencies Toward Cheating. Educational Research Bulletin,
MEB. (2015). 1739 Sayılı Milli Eğitim Temel Kanun. Retrieved January 5, 2015 from http://personel.meb.gov.tr/dairele/mevzuat/mevzuatlar/mili egitim temel kanunu 1739.pdf
Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human values? The Journal of Social Issues. 50 (4), 19-45.
Schwartz, S.H. (1996). Value priorities and behavior: Applying a theory of integrated value systems. In C. Seligman, J.M. Olson, & M.P. Zanna (Eds.), The psychology of values: The Ontario Symposium, Vol. 8 (pp.1-24). Hillsdale, NJ: Erlbaum.
TDK. (2015). Türkçe Sözlük. Retrieved January 11, 2015 from http://www.tdk.gov.tr/index.p hp?option=com_gts&arama=gts&guid=TDK.GTS .54b2c5a6e45148.88635146
Ulusoy, K. & Dilmaç, B. (2012). Değerler Eğitimi. Ankara: Pegem A Akademi.

Downloads

Published

2015-12-01

How to Cite

Evaluation of students’ values of honesty and truth based on scenarios. (2015). Pegem Journal of Education and Instruction, 5(4), 445–454. https://doi.org/10.14527/pegegog.2015.024