Abstract
In the present study, the science course curricula of 1992, 2001, 2005, 2013 and 2017 taught at the primary school level in Turkey have been examined comparatively in terms of four main elements (Target, Content, Educational Status, and Measurement and Evaluation). The reason for investigating the science curriculum at five key years was to identify and examine main changes in the system. To this end, the main elements of the curricula were presented in a table. The similarities and differences between the curricula in question were determined and interpreted as a result of the evaluations. The study was carried out using the document review technique, among qualitative research methods. The science curricula published by the Ministry of National Education were analysed in the study. The curricula of the afore-mentioned years were first analysed separately in the process, and then the results were re-investigated by being gathered together. Therefore, it was attempted to ensure the consistency of the data. The results achieved show that the curricula cannot be realized as expected due to certain problems encountered in the process of implementation despite overall positive developments (the fact that teachers are not informed sufficiently, infrastructure problems, crowded classes, the lack of technological equipment, etc.)
Highlights
When the phased classification of programs is examined, the terms Education program, Curriculum and Syllabus are generally confused
In which the curricula of primary education science lessons implemented in Turkey (1992, 2001, 2005, 2013 and 2017) were addressed comparatively, the curricula were examined in terms of 4 main elements
The number of the aims decreased as a transition to the Cognitive learning approach from the Behavioural learning approach was realized in the curriculum of 1992
Summary
When the phased classification of programs is examined, the terms Education program, Curriculum and Syllabus are generally confused. According to Taba (1962), there are 4 main elements that a curriculum must have These are as follows: 1) Aim and specific objectives, 2) Content, 3) Teaching and learning process, and 4) Evaluation Similar studies were carried out in terms of different variables on the process of implementation of science curricula. The 1992 Science 4th and 5th grade, 2001 Science 4th and 5th grade, 2005 Science and technology 4th and 5th grade, 2013 Science 3rd and 4th grade Curricula, and the recently published 2017 Science 3rd and 4th grade curricula will be addressed and examined in the present study in terms of 1) Aim and gains, 2) Content, 3) Teaching and learning process (educational status) and 4) Evaluation dimensions
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