How do the students ‘views about the values in the’ values education program integrated into 4th grade science and technology instructional program’ change before and after the delivery of the program?

AbstractValues lead one's preferences and behaviors. If education is broadly defined as the process leading to a behavioral change in an individual through experience, then it will not be wrong to state that instructing individuals about value education. In this study, the differentiation degree of the students’ views about the values included in the values program before and after the program is implemented. “Values Education Program Integrated into the 4th Grade Science and Technology Course”-developed by the researcher - is implemented to 35 students. Developed by the researcher, dilemma forms were utilized as an assessment tool in this study. Content analysis method is one of the qualitative data analysis methods used to determine the differentiation of the students’ viewsFindings indicate that values program increase levels of the students’ outcomes about being open-minded, being scientific and being unbiased - to explain the advantages being open-minded and unbiased, to discuss negative statements for not being open-minded and biased, to be tolerant to the open-minded people, to discuss about the alternatives before decide, to rely on science, to discuss importance of exploring scientific reasons and to accept the unscientific knowledge which is unproven. Such kinds of education programs aiming to raise students as independent individuals who involve in decision-taking process of the democratic society without being under control of the others should be designed around these skills. These programs should be integrated not only with the social units like instruction of social sciences, history teaching, but also with the sciences units like science and technology and mathematics