@article{2016,title={ANALYSIS OF VALUE GAIN WITHIN SOCIAL STUDIES COURSE BY THE 7TH GRADERS},abstractNode={The aim of this study is to determine to what extent 7th graders gain the values within social studies course and the factors influential over their level of gaining. Thus, mix method, which combines both qualitative and quantitative research methods, has been adopted, and this research has been designed in accordance with convergent parallel design. Congruently with the aims of this research, 462 7th graders were administered Social Studies Course Value Education Scale at the end of 2012-2013. Simultaneously, semi-structured interviews were held with 18 social studies teachers. Research data collected via the scale has been analyzed via frequency, percentage, and arithmetic mean along with t-test and one-way variance analysis in order to compare means across groups. Data recorded during semi-structured interviews has been examined through content analysis. In this research, qualitative and quantitative data was collected simultaneously, analyzed separately, and then brought together again to relate with each other. At the end of the research, it has been found that the levels of 7th graders in terms of gaining values within social studies course differed with respect to the scale and to social studies teachers’ opinions. Based on the data obtained from the scale, students’ level in terms of gaining the values was partially adequate whereas it was mostly inadequate according to social studies teachers’ opinions. Moreover, it has been determined that the levels of students in gaining values within social studies course differs across several variables such as gender, monthly income of families, mother’s educational background, father’s educational background, and their academic success in social studies course. Social studies teachers, on the other hand, grouped the factors influencing students’ levels of gaining the values within social studies course as in-school and outside-the-school factors, and have underpinned that outside-the-school factors such as family, environment, and mass media devices are more effective than in-school factors.},author={Esma KAPAN-- Nazlı GÖKÇE},year={2016},journal={Kesit Akademi}}