Türk Eğitim Sisteminde Değer Arayışı: Yenilenen (2017) İlköğretim Programları Hangi Değerleri Kazandırıyor?

: This study examines the values covered in Turkey’s renewed primary education curricula in 2017. Qualitative research design, including content analysis is employed for the purpose of the analysis. At the end of the analysis, it is clearly understood that the value perception in the curriculum is based on bringing up an accountable citizen and a benevolent individual. Emphasiz-ing the importance of value in the self-formation of the individuals, reference to values are done both in the introduction and in skill a cquisition part of the programe. Especially the multi-dimensional development of an individual is emphasized and the importance of the values in the formation of the individuals is underlined in the curriculum. According to findings, 11.83% of all the intended learning outcomes of 20 courses at the primary level are related to the affective domain. In the entire primary school level curriculum, 65 different values are covered and the most emphasized one is considered as “responsibil-ity” which is stressed 92 times throughout the curriculum. Following the value of Responsibility come values of; Respect (38 times), sensitivity for Health (37 times), Justice (26 times) sensitivity for Cultural Heritage (25 times), and Diligence (25 times). These values noticeably coincide with the core values covered by The Ministry of National Education. The Curricula with the highest value based contents are found to be; Game-Physical Activities, Physical Education, and Law-Justice curricula. However, in the Turkish and English curricula there are no intended learning outcomes related to values. The values in the Primary Curriculum are combined and classified in nine different categories namely; religious-moral, individual, social, national, democratic, scientific, economic, environmental, and aesthetic.