Analysis and comparison of 2004 science and technology, 2013 and 2018 science course teaching programs in terms of inclusion of natural disaster literacy dimensions

The aim of this research is to analyze the comprehensiveness of the 2004 Science and Technology (FenTechno), 2013 and 2018 Science (Science-Bil) course curricula (curriculum) in terms of natural disaster literacy dimensions (knowledge, attitude, behavior) and to examine the natural disaster literacy dimensions of the three curricula. to compare in terms of coverage level. In this study, where document analysis, one of the qualitative research methods, was used, the 2004 FenTech, 2013 and 2018 Science-Bil curricula of the Ministry of National Education were used as documents. First of all, the achievements directly or indirectly related to natural disasters in a curriculum were identified and the content of these achievements were examined in terms of natural disaster literacy components (knowledge-attitude-behavior). Since the results of the examination overlapped with the opinions of two Science education experts, the subsequent examination process was continued by the researcher. Findings obtained as a result of the research; i) a total of 76 outcomes in all curricula are related to natural disaster literacy (52 outcomes directly, 24 outcomes indirectly), ii) these outcomes are concentrated especially in some grade levels and do not show continuity iii) most of the related outcomes are in the knowledge dimension of natural disaster literacy. iv) Very few gains were associated with the behavioral dimension (10 gains in total) and only two gains were associated with the affective tendency (attitude) dimension, v) The 2013 and 2018 Science and Technology curriculum (including intermediate disciplines) were included in the dimensions of natural disaster literacy has shown itself to be clearly much more inclusive than other curricula. In the light of the data obtained, suggestions were made to improve the dimensions of natural disaster literacy and reflect it in science curriculum achievements by gradually addressing it at all grade levels.