Abstract
The purpose of this research was to examine the 2013 and 2018 secondary education chemistry course curricula in terms of the basic elements of the program. This research used document analysis which is one of the qualitative research methods. The analysis of the research consists of “general objectives”, “units”, “recommended topic titles”, “numbers of learning outcomes”, “course hours”, “learning-teaching processes”, and “measurement and evaluation” sections. As a result of the research, it was observed that in the 2013 chemistry course curriculum, 9th and 10th grades were determined as "basic level", 11th and 12th grades were determined as "advanced level," and it has been seen that the general objectives of both levels are included in the curriculum. During the four years, 90 topics in 18 units were proposed in the 2013 curriculum, while 77 topics in 19 units were proposed in the 2018 curriculum. It has been observed that general information about the implementation of the program is included in both the 2013 and 2018 chemistry curricula.
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