A diagnostic study on the involvement of physical science content in 2004 science and technology, 2013 and 2018 science teaching programs

The aim of this research is to determine the coverage level of the content of the field of physical science at the level of 3rd-8th grades of the 2004 Science and Technology, 2013 and 2018 Science course curricula. Document analysis, one of the qualitative research methods, was used in the study. First of all, different scientific sources in Physics were scanned and laws, theories, principles, events, experiments and hypotheses in the field of physical science were put into a table and the opinions of field experts were taken. Then 2018 science curriculum 7. In a preliminary study conducted at the grade level, a researcher and two field experts conducted a survey on which laws, theories, principles, events, experiments and hypotheses in the field of physical science are directly or indirectly related to which excavations in the field of physical events learning in the program. Due to the overlap of the data obtained by the researchers and field experts, the next study will be continued by the researcher and the laws, theories, principles, events, experiments and hypotheses in the field of physical science will be examined in 2004 Science and Technology, 2013 and 2018 3-8 Grades science curriculumsData were collected on which acquisitions (N=598) in the field of physical events learning were directly or indirectly. The findings obtained are as follows: i) some of the laws, theories, principles, events, experiments and hypotheses in the field of physical science determined as a result of the field survey in 2004 Science and Technology 4-8. Grades 3-8 of 2013 and 2018. Classroom science curriculums are directly or indirectly related to the achievements in the field of physical phenomena learning, but ii) some laws, principles, events, hypotheses, experiments and theories (eg Faraday's law, the theorem of cosine, etc. Huygens Principle, Hall phenomenon, Planck hypothesis, etc.) are not related, iii) there are similarities and differences between the teaching programs in the context of laws, theories, principles, events, experiments and hypotheses in the field of physical science with and without correlation. The importance of the results obtained in the study in terms of the scope of the science curriculum and the program preparers of the physics subject area was critically discussed, and suggestions were made on the important issues. KEYWORDS: Qualitative Research, Document Analysis, Physics, Physical Events, Science and Technology, Science Curricula