There are some unwritten rules that make it easier for societies to live together. These are a set of rules whose existence is felt and which ensure social peace. This set of rules, which facilitates the settlement of certain behaviour, thought and emotion patterns and the ability of people to live side by side in society, is a form of expression shaped by the values of that society and applied within the principle of reciprocity. Values education is a situation that starts in the family, continues in the school environment and manifests itself in practice by participating in society as an individual. With the introduction of values education in school environments, a series of changes have been made in the secondary school history course curricula to be implemented as of the 2018 academic year, and values education has taken the biggest share in this change. The aim of this study is to determine the views of the students about values in the 9th grade, where the renewed history curricula started to be implemented. Since the study is a research approach that aims to reveal a situation related to students' perception of values and their thoughts about the place of values in history education as it exists, it was conducted using the case design, one of the qualitative research methods, in the survey type. A semi-structured interview form was used to collect the data of this study. The questions directed to the students consisted of four parts: the perception of values in students, how they see the place of values in education, what is the equivalent of values education in history lessons, what are their suggestions for values education to be more functional. In the research, students were determined on the basis of volunteerism. The study group consisted of 45 students studying in the 9th grade of high school. The data obtained were analysed by content analysis, the research findings were coded and expressed in tables as items. According to the results obtained, the importance given to a person or an object was determined as the value perception of the students. Students considered values quite sufficient in terms of application and stated that they should be learnt in the school environment. Students consider the history course very important in terms of learning values. It was concluded that the national value of patriotism was the most prominent in the history course, that the textbooks were insufficient in terms of values education, and that values education should not be limited to the history course in order to be more functional.

Values education, history education, history, student views