Opinions of Secondary School Students with Interactive Social Studies Notebooks (ISSN) on Values Development

With the aim of investigating the values gained by using interactive notebook applications in social studies lessons for secondary school students, this study was completed as a case study from the qualitative research pattern including 21 students attending a state secondary school in İzmir province during the 2017-2018 educational year and using interactive social studies notebooks. The 21 students selected with the simple random sampling method underwent individual, face-to-face semi-structured interviews. The obtained data was analyzed with the MAXQDA 2020 program for content analysis. The following conclusions were reached based on the obtained findings; during ISSN activities students helped each other more compared to normal educational activities and they conceptualized and developed the importance of helping. When students helped each other they felt happy, good, loved and that their friendships were strengthened. They developed their sense of sharing when everyone did the activity together and shared the material they needed. With sharing values, the students began to trust each other and developed a sense of trust. The value of responsibility also developed, though not as much as the other values. Students participating in the research enjoyed doing activities together and expression of this situation can be said to show they developed esthetic feelings. Within the framework of ISSN activities, students generally had positive criticism of the activities performed with friends, but some students had negative criticism. Students performing ISSN activities attempted to leave their surroundings or working area clean at the end of lessons. Students who forgot to clean were warned by other students.


Introduction
Interviews were recorded with a sound recording device and each interview lasted from 5 to 12 minutes. Students' education-teaching activities were not negatively affected due to the interview process. Interviews with the study group were completed after voluntary participation by the student and written-signed consent forms were obtained from parents. After eliminating insufficient data, interview data from 21 students were analyzed.

Validity and Reliability Studies
With the aim of confirming the validity and reliability of the themes and codes reached during the research, the multiple analyst triangulation method was used. Multiple analyst triangulation involves independent analysis of the same qualitative data by two or more people and comparison of the findings (Patton, 2014). As a result, all data were independently coded by an expert in the field of class education and then the researcher and expert compared coding systems. As a result of this comparison, the formula with values above 70% indicating acceptable reliability of comparisons recommended by Miles and Huberman (2016) (reliability = agreement number / agreement + disagreement number X 100) was applied and the reliability value was calculated as 89%. Validity of qualitative research may be provided by diversifying data, detailed explanation of study group features, reporting data in detail and quoting from data in studies (Creswell & Crewsell, 2018;Johnson & Christiensen, 2014). As a result, codes were visualized and presented based on which student made the statement, code network and code matrix, the frequency and percentage of code statements by students. In addition to this work, by stating codes openly and clearly and supporting with direct quotes, attempts are made to increase the validity and reliability of the study.

Analysis of Data
Research data were analyzed using content analysis. Creswell and Creswell (2018) stated the process steps for content analysis in qualitative research are preparation and organization of data, data coding, associating codes to reduce to themes, presenting and interpreting findings. A code in qualitative research is mostly a word or short phrase communicating an extract and/or stimulating attribute that is notable and summarizes a portion of the language-based or visual data (Saldana, 2016). In this research, the process mentioned by the research was followed during the data analysis process. In the stage of preparing data, firstly, the voice recordings of participants were transcribed. As themes were previously determined according to the questions, each question was analyzed and interpreted by organizing the theme and codes. During the coding stage, texts were read carefully and analyzed with the MAXQDA 2020 qualitative data analysis program. The obtained results were visualized with a MindMap mental mapping program for interpretation.

Results
In this section, the semi-structured interviews held with secondary school students participating in the research are analyzed within the framework of the previously-determined themes and frequency, percentage and example statements are visualized and presented.

Theme: Value of Helpfulness
Within the framework of the helpfulness value of secondary school students participating in the research, the questions 'Did any of your friends help you while performing ISSN activities?' and 'Did you help any of your friends while performing ISSN activities?' were asked. Student responses were analyzed. The code concept map about helping/being helped in the framework of ISSN activities is given in Figure 1. When Figure 1 is investigated, students' responses to the question 'Did any of your friends help you while performing ISSN activities?' were coded as they helped (f:16; 69.57%), they did not help (f:3; 3.04%), mutual help was given (f:2; 8.70%), I asked for help (f:1; 4.35%) and I chose to do it myself (f:1; 4.35%). In relation to the helpfulness code, students made statements such as 'Yes. For example, sometimes there were places I couldn't do things. If I couldn't stick things or in places I didn't know. With that, Refik always helped.' (S8); 'My friend sitting beside me helped. They were helpful to me about the role activity. They helped me with the folding section.' (S16) and 'Teacher, area, were aware of the need to keep nature clean and who reused leftover material. Hoge (2002) stated that values were helpful for transformation of students into individuals who know their rights and responsibilities and beliefs and values related to this were helpful in applications through a variety of learning activities. There is research about education through activity-based values (Aktepe, 2014;Aladağ, 2012;Bakır Arabacı & Akgün, 2013;Cheung & Lee, 2010;Ergün, 2013;Izgar, 2013;Koç, 2007;Kropp, 2006;Neslitürk, 2013, Samur, 2011Sidekli, Aydın, Aykırı & Kemiksiz, 2016;Taylor, 2007;Uzunkol, 2014;Viadero, 2003). Results showing that this activity-based values education positively affected value gains by students are similar to the results in this research. In this context, the results of the research can be listed below; • During ISSN activities, students were in positions to help more than during normal educational activities, they conceptualized and developed the importance of helpfulness. When students helped each other, they felt happy, good, liked and that friendship was strengthened.
• During ISSN activities, students shared with each other. Everyone did the activities and everyone required material so the feeling of sharing developed by itself. Through sharing values, students began to trust each other and feelings of trust developed.
• The value of responsibility showed development, though not as much as other values. Even when students forgot ISSN activity materials, they continued with the activity by obtaining material from friends or teachers. When students liked an activity or doing something, they fulfilled their responsibilities in that situation.
• Students participating in the research liked the activities that others completed, and expressed their appreciation showing development of esthetic feelings. Some not only liked these activities, but encouraged each other about doing better.
• Within the framework of ISSN activities, students generally had positive criticisms about activities their friends completed, though there were some students with negative criticism. In this process, students learned and developed their ability to assess activities, compare them and make positive and negative criticisms. However, most importantly, most students acted like they liked their friend's activities even if they didn't in order not to upset their friends and encouraged them to do better.
• Students completing ISSN activities attempted to leave their environment and the working area clean at the end of lessons. Students who forgot to clean were warned by other students.
A student who did not leave the working area clean at the end of a previous lesson began by complaining, then realizing that their friend would experience the same feelings in the future they began to take care to leave their working area clean.
Educational Policy Analysis and Strategic Research, V 15, N 3, 2020 © 2020 INASED Based on the results of the research, activity-based values education may ensure the values gained by students are permanent. The interactive notebook activities may be investigated in terms of values education to be used in other lessons. This research was completed within the qualitative research framework. Quantitative, qualitative and mixed research may be performed in different locations and study groups. In addition to the effect on learning, interactive notebook applications may be effectively used in values education. Training may be provided for preservice teachers and teachers about the use of interactive notebooks in educational activities.