Comparison of science curriculum studies in Türkiye (2000-2020)

The developments in science and technology in the 21st century necessitated updating the curriculum in Türkiye as well as in the rest of the world. In this research, it is aimed to compare the 2000 Science Curriculum, 2005 Science and Technology Curriculum, 2013 Science Curriculum and 2018 Science Curriculum implemented in Türkiye between the years 2000-2020. The document analysis method, one of the qualitative research methods, was used in the research and the data were obtained from the science education programs that were in effect between 2000-2018. The science curricula that were accepted and put into effect in 2000, 2005, 2013 and 2018 were analyzed and examined according to the historical survey method. In the research, the science course curricula applied in 2000, 2005, 2013 and 2018; were examined in terms of content, purpose, achievement, learning-teaching situations and measurement/evaluation situations. In terms of content, 2000 science lesson curriculum and 2005 science and technology lesson curriculum contains grades 4-8, 2013 and 2018 science curricula contains grades 3-8. 4th-7th grade levels in the 2000 science curriculum have four units; there are five units at the 8th grade level. There are seven units at the 4th and 5th grades are found in the 2005 science and technology curriculum; there are eight units in grades 6 and 8, and seven units in grade 7. 2013 science curriculum has seven units at grades 3-5, eigth units at grades 6 and 8; there are seven units in 7th grade. In the 2018 science curriculum, there are seven units in all classes. Although the unit names have changed, it can be said that the content remains the same. Considering the objectives, the 2000 science curriculum includes the use of scientific method in problem solving, the importance of various thinking skills; It includes interest in science and technology, the nature of science, nature conservation, healthy living, and scientific knowledge. The 2005 science and technology curriculum aims to acquire scientific knowledge, understand the relationship between STSE (Science-Technology-Society-Environment), scientific method, career awareness, problem solving, ethical values, and economic efficiency. 2013 science curriculum includes scientific knowledge, the use of scientific method in problem solving, STSE, sustainable development and career awareness, the nature of science; It includes curiosity about natural events, taking safety precautions in scientific studies and socioscientific issues. In the 2018 science course curriculum, scientific knowledge, Science and Engineering Applications, the use of scientific method in problem solving, STSE and sustainable development awareness, career awareness and entrepreneurship skills, nature of science, interest and curiosity in natural events, awareness of safe working, socioscientific issues, values and scientific ethics. Since 2000, technology literacy has been included in the programs besides science literacy due to national and international assesment studies and developing information and communication technologies. In terms of measurement and evaluation, observation-based, self and group evaluation are placed in the 2000 science curriculum; The 2005 science and technology curriculum includes alternative assessment and evaluation approaches; In the 2013 science course curriculum, we see self- and peer-assessment and complementary measurement. Process evaluation is given importance in 2013 and 2018 programs. In this dimension, the richness of the 2018 program stands out. In terms of learning approaches, the 2000 science curriculum is student-centered, the 2005 science and technology curriculum is constructivist; It is seen that 2013 and 2018 science course curricula are based on research and inquiry. The 2018 science course curriculum is also interdisciplinary. When the science curriculum is compared, it is possible to say that the curriculum is regularly updated at various intervals. Since the programs are prepared with all program dimensions in mind, they will provide a more effective science teaching in our schools. In terms of harmony in teaching and assessment dimensions, these two dimensions have been balanced in recent programs. However, although the 2000 science course curriculum was student-centered, it was insufficient in terms of measurement and evaluation. Curriculum studies in Türkiye can be expressed as "program development" due to the addition of interdisciplinary, research-inquiry and performance-based assessment-evaluation approaches to the last two programs, and especially the Turk Qualifications Framework, which focuses on STEM education and the European Qualifications Framework in the last program.