Abstract
Character 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.
Highlights
Character is defined as some psychological characteristics that affect individuals’ ability to behave morally and shape their disposition in this regard (Berkowitz, 2002)
Considering that character strengths emerge as individual differences at an early age (Shoshani, 2019), the Life Science Course Curriculum (LSCC), one of the curriculums that children encounter at an early age, is important
It can be said that LSCC aims to raise children who are temperate but not brave.” under the title of conclusion and discussion and stated that the character strengths of bravery and the virtue of courage were mixed in this statement of the result
Summary
Character is defined as some psychological characteristics that affect individuals’ ability to behave morally and shape their disposition in this regard (Berkowitz, 2002). These virtues can be listed as wisdom, courage, humanity, justice, temperance, and transcendence (Park & Peterson, 2009). Character strengths are positive traits that emerge through thinking, emotion, will, and action and accepted everywhere (García Castro et al, 2020) These strengths can be defined as objective and observable behavioral tendencies embedded in virtues (Crossan, Mazutis, & Seijts, 2013). Character strengths can be considered as concrete operational indicators of abstract virtues, in daily life. Considering that character strengths emerge as individual differences at an early age (Shoshani, 2019), the Life Science Course Curriculum (LSCC), one of the curriculums that children encounter at an early age, is important. (1) How is the general distribution of character strengths in LSCC? (2) How is the distribution of character strengths in LSCC according to grades? (3) How is the distribution of character strengths in LSCC according to units?
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