1. PERCEPTIONS OF TEACHERS ON THE TEACHING OF VALUES ​​IN THE SUBJECT OF SOCIAL SCIENCES: GEOGRAPHY, HISTORY IN SECONDARY EDUCATION Gladys Merma Molina gladys.merma@ua.es Diego Gavilán Martín diego.gavilan@ua.es University of Alicante Spain

2. 1. INTRODUCCIÓN — The school is an ideal place to teach values ​​context so that students develop moral judgment assertively and to adopt roles and cognitive functions in social interaction (Kohlberg, 1992). This autonomy is associated as the moral condition to guide the consciousness to act from doing good by conviction and not by obligation, being acquired, thus maturity. Therefore, values ​​education or contribute to the moral development of a person means to be autonomous individuals. — Teaching values ​​is to guide the person to choose freely within their independence, those principles and rules that allow them to behave in a fair and supportive manner with others and with himself (Peiró, 2009). — The theme of this study is the incorporation of values ​​education in the school curriculum of Secondary Education. The objective of this research is to investigate the values ​​that teachers believe should be integrated in the subject of Social Sciences: Geography and History in Secondary Education in 1st, 2nd and 3rd courses.

3. 1. INTRODUCCIÓN — The curriculum of the Social Sciences should provide students and pupils in Secondary Education an understanding of the evolution of human over time societies need to understand the process of change and transformation thereof, the notion of permanence and multiple interrelationships of the factors that determine them. — Geography and History serve to locate and interpret these processes in space entity studied in all its dimensions. The particular approach to art will be required to signify the creative effort of human beings over time and, consequently, to assess the rich and varied cultural heritage. That these disciplines serve not only for the study of the corresponding own content, but to convey a set of values ​​that will allow the pupils and students understand the world in which they live. These deserve some special attention as fundamental as solidarity, respect for other cultures, tolerance, freedom and the practice of democratic ideas.

4. 2. METHODOLOGY 2.1. Method: the methodology used in this study is quantitative and qualitative. The population is made up of schools in the Valencian Community (Spain). The educational stage of sampling is Secondary Education. Regarding the types of centers, we have taken into account public, charter and private schools. The sample selection was made based on the view that the research participants were teachers teaching the subject of Social Sciences: Geography and History. Sample: N = 1750 teachers in 1st, 2nd and 3rd years of Secondary School. 2.2. Instrument: the questionnaire was developed by the Research Group Indiscipline and Violence in Education, Faculty of Education, University of Alicante. It raised 28 items, all relating to individual and social values. Asked teachers about the values ​​they believe should be included in the teaching of Social Sciences: Geography, History.

5. 3. RESULTS — To reflect the valuation of the items, the Likert scale was used: Always be required (5) almost always should be proposed (4) Sometimes, in some subject (3) Rarely, in a subject and freely (2 ) never should be promoted in the center (1). — Data were collected between the months of September 2013 and November 2014 and were transcribed and organized in the on-line platform of the research group. — Subsequently, the analysis and interpretation was made. The overall mean of the data collected, based on the Likert scale, is 4.3. This result is an indication that teachers do not believe that "always" should teach values ​​in the subject of Social Sciences: Geography, History in Secondary Education. This result is troubling, since the absence or incorrect choice of these may be the main cause of conflicts and crises, violence being one of its main manifestations (Peiro, 2009, p. 100).

6. Figure 1: Mean values ​​and attitudes in Social Sciences: Geography and History

7. Table 1. Average values​​, attitudes and skills

8. 4. DISCUSSION AND CONCLUSIONS — While this research found that the social values ​​of understanding and tolerance reached a very high presence in the opinion of the teachers (90% and 85%, respectively), we also noted a high presence and a greater number of individual values ​​such as forgiveness, be careful, sincerity, punctuality, obedience, truthfulness, diligence, among others. — Also draws our attention to the third block attitudes appear less valued "cooperation and dialogue" and which are identified by a small percentage of teachers (10%), although one of the powers of the Social Sciences is understanding and intercultural dialogue. The social sciences are important for the formation of not only the traditional values ​​of discipline and patriotism, citizenship and democracy, but also of other important values ​​to society field (eg. equality, solidarity and dialogue) and the individual (punctuality, sincerity, be careful, optimism, courage, etc.).

9. 4. DISCUSSION AND CONCLUSIONS — According to our study, and to the detriment of the social, individual attitudes and skills prevail as the highest averages by faculty mostly correspond to such securities; against a limited presence and assessment of social skills such as cooperation, teamwork, togetherness and solidarity. — The results are consistent with studies of Buxarrais, Martínez, Puig and Trilla (1996), Puig (1996), Buxarrais (2006) y Martín, Bara y Estrada (2011), who conclude that currently prevailing individualism as a feature of our time. We think that in teaching that subject teaching and learning values ​​that develop both dimensions of learners' forming autonomous and people should be encouraged to dialogue and capacity to promote social participation based on the use critical reason, openness to others and respect for others. — Requires cultivating in students a number of dimensions such as autonomy, self-regulation, the ability to dialogue, critical understanding, empathy, social skills perspective or coexistence (Ortega & Del Rey, 2004). —To conclude, we can say that there is a need to undertake training activities for teachers to strengthen the integration process of the values ​​in the subject of Social Sciences: Geography. The results obtained in this study may be useful for designing a modern curriculum that teaches values​​, associated with this matter.