Determination and comparison of earth sciences content in the 2004 science and technology, 2013, and 2018 science curricula

This study aims to: i) identify the core components of the Earth Sciences content (hypothesis, law, theory, principle, experiment, and phenomenon), and ii) determine and compare the extent to which the learning outcomes in the 2004 Science and Technology Curriculum (Grades 4–8) and the 2013 and 2018 Science Curricula (Grades 3–8) cover Earth Sciences content. A qualitative research method, specifically document analysis, was employed to collect data. In the first phase of the study, fundamental university-level textbooks and various scientific sources were reviewed. Based on this review, the Earth Sciences content was tabulated, and its final form was validated with feedback from one subject matter expert. In the second phase, all relevant learning outcomes from the mentioned curricula were identified and listed. To assess the extent to which the Earth Sciences content is reflected in the curriculum, a preliminary analysis was conducted focusing on the 7th grade level of the 2018 Science Curriculum. During this stage, the researcher and one expert independently examined the content. Due to high consistency in the data obtained, the remainder of the study was carried out solely by the researcher. The results of the study revealed that: i) Earth Sciences content includes 6 hypotheses, 5 laws, 14 theories, 23 principles, 25 experiments, and 15 phenomena; ii) the 2004 Science and Technology Curriculum contains the highest number of learning outcomes directly or indirectly related to Earth Sciences content; and iii) there are both similarities and differences among the three curricula in terms of the content that can or cannot be associated with the identified Earth Sciences components. The findings underscore the significance of including comprehensive Earth Sciences content in the science curriculum, and the study concludes with recommendations on this matter.