Comparision of Turkey's Science Curriculum Program (2018) and Estonia's basic science curriculum programs (Primary and secondary) (2014)

In this research, we aim to compare science lesson curricula in Turkey with evaluation approaches, the learning-teaching process, contents, objectives, and the structure of the education programs in the primary and secondary schools of estonıa which have made a name for themselves with their success in the PISA. When the studies were examined, there are no detailed studies about the Estonian science curriculum in the surveys on comparative education in Turkey. This study will contribute to the field of comparative education and lead to new approaches and help eliminate deficiencies in our programs by giving a perspective to the science curriculum in Turkey. This study is a type of comparative education study and qualitative research. In this study scanning model was adopted and qualitative data collection tools were used. The information in the study obtained by document analysis is the data collection method. The data of Turkey and Estonia in terms of different parameters were obtained from the official pages of the relevant ministries from different kinds of academic studies on the subject from the reports of international exams. The learning areas, the general structure of the education systems, and the programs examined in the content purposes are tabulated analyses of the learning-teaching curriculum in the countries compared. The methods and techniques used in the teaching process feature the duties and responsibilities of teachers and the studies of teachers and students in school included.