Teacher opinions on the evaluation of technology outcomes in the 2018 and 2024 science curricula

This study aims to reveal how science teachers, who are the implementers of the 2018 and 2024 Science Course Teaching Programmes, evaluate the changes in technology-focused learning outcomes and process components (gains) in these programmes. The study adopted the phenomenological research design, and data were collected through semi-structured interviews with twelve science teachers. The interview data were analysed using content analysis. The findings of the study indicate that the total number of technology-focused learning outcomes in the 2024 Programme has decreased, but their proportional share in the total learning outcomes has increased. More importantly, teachers noted a significant shift in the cognitive level of the learning outcomes from lower to higher levels. Teachers' views revealed a qualitative increase in the programme's approach to technology, particularly in terms of process and skill orientation, and that they found the programme's vision to be generally positive and modern. However, teachers have indicated that they face serious challenges in implementing this vision, such as infrastructure, material, time constraints, and lack of teacher training. These challenges are perceived to limit the programme's potential positive effects on student motivation, interest, and skill development. The study concluded that the 2024 FBDÖP represents a visionary step in technology integration, but that on-the-ground implementation conditions hinder the programme from fully realising its potential. Recommendations were made based on the findings, including stakeholder participation, design focused on feasibility, and teacher support.