Determining the food literacy concept in primary school scienceofficial curricula

This study aims to elucidate how the concept of food literacy is addressed in the official curriculum of primary school science courses implemented between 1923 and 2023 in Turkey. Qualitative research methods have been employed in this study. As part of the research, official primary school science curricula of Turkey from the years 1924, 1926, 1936, 1948, 1968, 1992, 2000, 2005, 2013, and 2018 were examined using a document analysis design. The data obtained from the research were analyzed using descriptive analysis. In the descriptive analysis, in line with the first of the sub-problems of the research regarding the concept of food literacy, thematic framework was determined for the sub-themes under the main theme as, (1) Food System from Production to Waste, (2) The Effect of Food on Health and Well-being, (3) The Wider Context of The Food Food System (Social, Economic, Cultural, Environmental, and Political Factors), and (4) Development of Food-related Behaviour/Skills. For the second sub-problem of the research, the sub-themes related to the main theme of the relationship within the concept of food literacy have been identified as "Direct Relationship" and "Indirect Relationship." The research's findings suggest that the concept of food literacy in the programs examined was prepared in response to societal needs at both the national and universal levels at the time. Therefore, the way the concept of food literacy is addressed in the curricula examined varies according to the needs of the period