Determination and comparative analysis of chemistry science content in 2004 scince and tecnology, 2013 and 2018 science teaching programs

In this study, it was aimed to i) determine the content of the field of Chemistry Science (law-law, theory-theory, principle-principle, event, experiment, hypothesis) and ii) determine the level of coverage of the content of the field of Chemistry Science by the achievements in the 2018 3-8th grade Science curriculum. Document analysis, a qualitative research method, was used for data collection in the study. In the first stage of the study, current basic university textbooks and various scientific resources accessible on the internet were scanned to compile a table of laws, theories, principles, events, experiments, and hypotheses in the field of chemistry. A total of 20 laws, 20 theories, 6 principles, 21 events, 7 experiments, and 1 hypothesis were identified. An opinion was obtained from a field expert regarding the tabulated chemistry content. Based on the opinion, Avogadro's hypothesis was changed to Avogadro's Principle, and the hypothesis title was removed from the table. In the second stage of the study, a preliminary study was conducted at the 8th grade level to determine the level of coverage of the content of the 2004 Science and Technology Program, 2013, and 2018 3rd-8th Grade Science and Technology Program in Chemistry. In this stage, the researcher and the field expert conducted a review to determine which objectives in the 8th grade learning areas the tabulated chemistry laws, theories, principles, events, and experiments were directly or indirectly related to. Because the data obtained by the researcher and the field expert completely overlapped, the researcher continued the next study. As a result of the research, 20 theories, 7 principles, 20 laws, 21 events, and 7 experiments were identified. The 2004 Science Curriculum with the highest number of direct and/or indirect connections to chemistry content was observed, and during the phase of linking field content to outcomes, similar connections were found between the three curriculum outcomes in their content connections. The importance of the results obtained in the study in terms of the scope of the chemistry content that should be included in the Science and Technology Program and its impact on other learning areas (living things and life, the world and the universe, physical processes) were discussed and suggestions were made on important issues. KEY WORDS: Science Course Curriculum, Document analysis, Chemistry content