Temperate but not brave children: Character strengths in life science course curriculum

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dc.authorid0000-0002-4947-5416en_US
dc.contributor.authorYılmaz, Ferat
dc.date.accessioned2023-10-24T12:07:53Z
dc.date.available2023-10-24T12:07:53Z
dc.date.issued2021en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractCharacter encompasses six basic virtues. These virtues can be listed as wisdom, courage, humanity, justice, temperance, and transcendence. Each virtue comprises various character strengths that are creativity, curiosity, open-mindedness, love of learning, perspective, honesty, bravery, perseverance, zest, kindness, love, social intelligence, fairness, leadership, citizenship, forgiveness, modesty, prudence, self-regulation, appreciation of beauty and perfection, gratitude, hope, humor, and spirituality. It was aimed to examine the learning outcomes in the Life Science Course Curriculum (LSCC) in terms of character strengths in the present study. This research was carried out with the analytical research model. In the research framework, deductive content analysis was used. According to the results, prudence, self-regulation, citizenship, kindness, and social intelligence were the top five character strengths in LSCC. The strengths of bravery, persistence, leadership, forgiveness, modesty, hope, and humor were not found in LSCC. The most prominent virtue in LSCC was temperance. It is noteworthy that courage was the least emphasized virtue in LSCC. As the grade increased, the virtue of wisdom was more emphasized within LSCC learning outcomes. Considering the units, self-regulation, social intelligence, citizenship, kindness, prudence, and open-mindedness were the most emphasized character strengths in the unit of Life in Our School. Self-regulation, prudence, social intelligence, open-mindedness, love, and appreciation were the most common ones in the unit of Life in Our Home. Prudence and self-regulation came to the fore in the units of Healthy Life and the Safe Life. Citizenship in the unit of Life in Our Country and curiosity, love of learning, and love in the unit of Life in Nature became distinctive.en_US
dc.identifier.citationYılmaz, F. (2021). Temperate but not brave children: Character strengths in life science course curriculum. Participatory Educational Research, 8(4), 409-425.en_US
dc.identifier.doi10.17275/per.97.51.8.4
dc.identifier.endpage425en_US
dc.identifier.issn2148-6123
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85111113795
dc.identifier.scopusqualityQ3
dc.identifier.startpage409en_US
dc.identifier.urihttps://dergipark.org.tr/en/pub/per/issue/61194/822270
dc.identifier.urihttps://hdl.handle.net/11468/12916
dc.identifier.volume8en_US
dc.indekslendigikaynakScopus
dc.institutionauthorYılmaz, Ferat
dc.language.isoenen_US
dc.publisherÖzgen KORKMAZen_US
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCharacter strengthsen_US
dc.subjectLife science course curriculumen_US
dc.subjectVirtuesen_US
dc.titleTemperate but not brave children: Character strengths in life science course curriculumen_US
dc.titleTemperate but not brave children: Character strengths in life science course curriculum
dc.typeArticleen_US

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