COMPARISON OF 2013, 2017 AND 2018 SCIENCE CURRICULA

This qualitative study aims to evaluate the 2013, 2017 and 2018 science curricula in terms of similarities and differences using the dimensions of “aim”, “content”, “teaching-learning process” and “evaluation”. document analysis method enabled the collection and analysis of written and visual materials. the data source was the 2013, 2017 and 2018 science curriculum teaching curricula approved by the board of education. the content analysis method was used for data analysis. in all the curricula, there was an emphasis on science literacy, shared basic skills, and the achievements prepared according to the subject area were shared; however, science and engineering and entrepreneurship were added in the 2018 science curriculum. for the content dimension, it was found that there were similar units in each of the three curricula, whereas there were differences in the number, the order and the names of the units. in the skills dimension, scientific process skills and life skills were common in all three curricula. regarding the teaching-learning dimension, the research inquiry-based learning approach was common in all three curricula; whereas there were differences between learning processes, such as combining the fields of science, mathematics, technology and engineering, product design and the science festival. regarding assessment and evaluation, process-oriented evaluation was common in all three curricula; whereas there were differences in the use of technology and individual differences in the assessment and evaluation process. recommendations include the reorganization of science education for students who need special education, and the inclusion of measurement and evaluation approaches appropriate to stem.