Değerler, genelde inanılan, arzu edilen ve davranışlar için bir ölçüt olarak kullanılan olgulardır. Değer, belirli bir durumu bir diğerine tercih etme eğilimi olarak tanımlanmakla beraber davranışlara kaynaklık eden ve onları yargılamaya yarayan anlayışlar olarak da gösterilmektedir. Değerler, bireylerin topluma uyumunu sağlayan standartlardır (Elbir ve Bağcı, 2013). Bu çerçevede, bireylere değerlerin öğretilmesinde farklı öğrenme araçlarının kullanılması büyük bir öneme sahiptir. Bu çalışmanın amacı, tarih derslerinde değer eğitiminde hikâyelerden nasıl yararlanılabileceğini ortaya koymaktır. Tarih dersleri değer eğitiminde önemli bir yere sahiptir. Tarih dersi içerisinde bulundurduğu zengin konuları ile öğrencilere değerlerin kazandırılmasında önemli rol oynamaktadır. Geçmişte yaşanmış olayları günümüze taşıyarak öğrencilere sunan tarih dersleri, milli kültürünün aktarımı ve devamlılığının sağlanması, hak ve sorumluluklarını bilen, insanlara sevgi ve saygı duyan iyi vatandaşların yetiştirilmesi, yaratıcı, eleştirel ve empatik düşünme becerilerini geliştirici özellikleri ile eğitimcilere değer eğitimi ve öğretimi için önemli fırsatlar sunar (Demircioğlu, 2014). Tarih derslerinde değer eğitimi sürecinde öğrenciye kazandırmak istediğimiz bilgi, tutum ve becerilerin kalıcı olabilmesi için öğrenci merkezli öğretim yaklaşımlarının kullanılması gerekmektedir. Bu bağlamda, tarih derslerinde öğrencilere değerleri öğretmede kullanılacak yöntemlerden birisi de hikâyelerin kullanımıdır. Tarih derslerinde kullanılacak hikâyeler ile öğrenciler ahlaki, kültürel ve toplumsal değerleri öğrenebilir. Ayrıca hikâyeler yaşamın gerçeklerini yansıttığı için öğrencilerin hayata hazırlanmasında önemli bir yere sahiptir. Bu bağlamda çalışmada, değer eğitiminin ne olduğu ve tarih derslerinde değer eğitiminde hikâyelerden nasıl yararlanılabileceği sorularına cevap aranmıştır

The values are generally the phenomenons which are believed, desired and used as a criteria for the behaviors. Besides being defined as the tendency of prefering a certain situation to another, value is also presented as the understandings that both causes the behaviors and that helps to judge them. Values are the standards that enables individuals unity with society. Using different materials has great importance in teaching values to individuals (Elbir and Bağcı, 2013). The aim of this study is to reveal how one could took advantage from stories in value education in history classes. The history classes have an important position in value education. The history class has played an essential role to gain values to students with its rich subjects. The history classes which have presented the past incidents into present time by relocating, they have proposed the great opportunities for transfering national culture and keep it sustainable. They have also proposed opportunities for raising citizens who know their rights and responsibilities and have a strong liking and respecting for other people. The history classes have presented some opportunities to educators for value education and training with the ability of creative, critical, and empathetic (Demircioglu, 2014). In history classes, in the process of value education, the knowledge that we want to gain to the students, it is required to use student-oriented education approaches for making the attitudes and abilities permanent. In this sense, using stories is one of the methods to teach the students values in history classes. The students may learn the moral, cultural, and social values with the stories that will be used in history classes. In this context, it has looked for an answer to the question that what the value education is, and how one took advantage from stories in value education in history classes could. The aim of this study is to reveal how one could took advantage from stories in value education in history classes in the view of related literature. In this sense, in the research, it has been looked for answer to the questions below:  What is value and value education?  How one can take advantage from stories in value education in history classes? Beside being an integral part that keeps a society together, values are the realities that enables people to obtain their existence as a part of it within this universe. Transfering these realities without corruption occurs as a result of the education of values given to the people (Merter and Şekerci, 2015). Thanks to the education, an individual notices certain values and produces new values from those values. While an individual embracing the values which it produced, at the same time, an individual forms its character based on these values. This education is referred as “value education” (Yesil and Aydın, 2007). The history classes have a significant role for teaching values. The history classes are not Tarih Derslerinde Değer Eğitiminde Hikâyelerin Kullanımı 723 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 classes that are only transferred number, digit, and information. They are also sentimental to students because of the rich subjects they have. Thus, the history classes contribute the affective area of students. Stories are one of the instruments that can be used in value education in history classes. In history classes, in the process of value education, the knowledge that we want to gain to the students, it is required to use student-oriented education approaches for making the attitudes and abilities permanent. In this context, stories are the primary for instruments that make easier for students to learn the values with the help of addressing the students’ affective area. According to Demircioglu (2010), with regard to education and training, the stories are seen as important elements for telling the overtaken new generations what is right and wrong. They are also seen as an important element for transmitting some certain societal and cultural values. The historical stories tell about a memory or a certain moment which took place in the time of past. However, they can present the experiences of individual in a meaningful way that any history textbook can not present well. It is basis for a certain ground that students play an active role. It is presented to the students as a story which is actually related to the real life. At the end, it is basis for any kind of problems, notions, and incidents, which are needed to examined. The incidents that take place in the historical stories are paid by the students, and provide students ask some questions about values (Kabapınar, 2002, 2004). It is getable to students see the values that take place in the stories and encourage them to think over these values. However, in this way with the stories, students can see how good and bad behaviors which are not taught by telling actually take place in real life. Students realize the values that are accepted by all over the world and think about over them thanks to the stories. Stories are one of the major learning instruments in history classes. With the stories which are used for learning instrument in history classes, making the class more interesting and exciting could be possible. It is possible to teach students many values with the stories which are prepared according to their levels in the history classes. Students can easily learn the values like truness, righteousness, tolerance, right, justice thanks to the stories while the history subjects are covering. According to Ulusoy (2005), by means of stories, it is mentioned, however, that abilities of thinking and feeling like the people who lived in the past and the significance of philanthropy, respect, merit, and also enhancement of the culture of society could be advanced. As Demircioglu (2010) mentioned, with regard to education and training, the stories are seen as important elements for telling the overtaken new generations what is right and wrong. They are also seen as an important element for transmitting some certain societal and cultural values. Thus, these propositions can be made:  Using stories in value education in history classes could be generalize.  It could be helpful to give teachers informations about how stories will be used in value education. 724 Celal MUTLUER Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015  It could also be helpful to compare the outcomes towards using stories with the enhancement of studies in value education.  It must be allowed for stories more frequent in that historical stories are seen as a significant source for learning.