Abstract
This study has been conducted with the aim of descriptively evaluating the Curriculum of Elementary School Third Grade Science Course. In this study, the elementary schools in Ankara have been divided into three groups, which are ‘‘high level, medium level, and low level’’, based on their success levels. The results of the study suggest that in terms of achievement level of prerequisite behaviors regarding the curriculum and achievement level of the acquisitions included in the curriculum, there is a significant difference between groups, which is in favor of the high level group. Similarly, it has been detected that in terms of both academic self-concept levels of students in the Third Grade Science Course and the quality of the education service given in the Elementary School Third Grade Science Course, there is a significant difference between groups, which is in favor of the high level group.
Highlights
Human beings, who start learning the moment they are born to this world, can only effectively adapt to the changes around them and maintain their life through learning
The percentage of accurate answers given to each item in the cognitive entry behaviors test has been calculated in order to determine the level of achievement of the prerequisite behaviors related to the Curriculum of the Elementary School Third Grade Science course; these values have been accepted as the levels of achievement of the prerequisite behaviors related to the curriculum
The percentage of accurate answers given to each item in the level identification test has been calculated in order to determine the level of achievement of objectives stated in the Curriculum of the Elementary School Third Grade Science course; these values have been accepted as the levels of achievement of the objectives specified in the curriculum
Summary
Human beings, who start learning the moment they are born to this world, can only effectively adapt to the changes around them and maintain their life through learning. Senemoğlu (2013) defines learning as a change relatively permanent change in behaviors, which are products of experiences, or in potential behaviors, and adds that learning cannot be attributed to temporary changes occurring due to growth or influences in one’s body. Examining these definitions, it becomes apparent that the common point of all of them is the fact that learning occurs as a result of experiences of an individual and causes permanent changes in an individual. Ertürk (2013) discusses that education is the process, during which individuals willingly make desired changes in their behaviors through experience. As indicated by the previous definition, desired changes in individuals’ behaviors can only occur through education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
