Abstract
Life Science is a course that has been taught since the beginning of the first years of Turkish Republic. Life Science curriculum was revised in 1924, 1936, 1948, 1968 and 1998, 2004, 2009, 2015, 2017 and 2018. When the structure of 2018 Life Sciences curriculum is examined, it is seen that the curriculum is composed of general aims, values, basic survival skills, concepts, units and attainments. In Life Sciences curriculum themes were replaced by the units. In order to gain the features that are in the structure of Life Sciences curriculum (values, basic survival skills, concepts), “attainments” are formed in the units. In this study, primary school teachers’ evaluation about the attainments in 2018 Life Sciences curriculum was discussed. 323 primary school teachers working in Pamukkale and Merkezefendi districts of Denizli province are included in the sample of the study; they were chosen utilizing random sampling technique among first second and third year primary school teachers. In the study, data were collected using the scale titled “Evaluating Life Sciences curriculum in terms of teachers’ views.” Cronbach alpha value was 0.895 and 0.978 in the original form and in this study, respectively. Primary school teachers are of the opinion that I agree on the attainments in 2018 Life Science curriculum. Key words: Life Sciences, curriculum, attainment, primary school teacher, views.
Highlights
Individuals in the society must receive a qualified education to meet the requirements of today’s world
Primary school teachers are of the opinion that there are deficiencies in the attainments of 2018 Life Sciences curriculum
In this study, when the views of the primary school teachers about the attainments in the Life Sciences 2018 curriculum were investigated, the primary school teachers chose “agree” option for almost all of the statements in the scale, and “partly agree” to the only statement related to Kemalism
Summary
Individuals in the society must receive a qualified education to meet the requirements of today’s world. In order to achieve this, qualified curriculums that would contribute to individual and social development should be designed. The purpose of a curriculum is to train individuals with the required qualifications in line with the general and specific objectives of the education system. Changes occur in qualities of individuals who aim to be trained in accordance with the changing conditions and needs. That is why it is unavoidable to make adjustments and changes in curriculums to meet the changing needs (Karaman, 2019: 351). There are different reasons for revising a curriculum. The reasons include improving the quality of teaching (Tay and Baş, 2015:346), advancements
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