The adopted learning conceptions in science curriculums that has been prepared since the foundation of Turkish republic

In this study, it is aimed to determine the adopted learning conceptions in science curriculums that have been prepared since the foundation of Turkish Republic. Document Scanning model was used while this study was being conducted. The science curriculums that have been put into practice from the foundation of Turkish Republic up to now in years of 1930, 1931, 1949, 1951, 1962, 1970, 1995, 2000 and 2006 was used to collect the study data. It has been determined that the presented data collection tool that was formed from the pool of essays was valid. Then, the keywords according to the learning approaches in data collection tool and the purposes of given programs have been analyzed in means of similarities of expression and implication. The findings that were obtained via data collection tool were ensured as reliable by using the Form of Expert View for Learning Conceptions and another expert on Science department. The reliability compliance percentage was calculated by comparing the liability formula -presented by Miles &Huberman reliability=consensus/(consensus+disagreement )×100 with the findings of the researcher and the views obtained from the expert. It is considered reliable if the results of the calculations are higher than 70%. The findings that were found by the researcher and obtained by the researcher were calculated with the formula of Miles and Huberman (1994) in means of expression and implication. All the results were higher than 70% and this showed that the obtained results were reliable. As a result of this research it's concluded that; i)the purposes of Middle school curriculum in years of 1930 and 1931 have similarities by means of integrated learning approach, ii) the purposes of middle school curriculum of 1949, 1951, 1962 and 1970 are mostly similar with multiple intelligence approach by means of expression and partly related with constructive learning approach, iii) most of the purposes of middle school science teaching program in 1995 are similar with active learning approach and constructive and life-long learning approaches by means of expression, iv) the purposes of elementary school science teaching curriculum in 2000 are mostly related to actively approach by means of expressing, v) the purposes of elementary school science and technology curriculum in 2006 is mostly related with active learning approach while partly related with problem based learning and constructive learning approach. By observing these findings it has been determined that the curriculums don't have just one learning conception, they have clues of more than one learning conceptions by means of expression and implication. An in-service training can be provided about the approaches adapted in the curriculums/programs mentioned in this study. In this way, we can create an awareness to the teachers who are practitioners of the curriculums/programs.