Evaluation of 2013 5th grade science education curriculum by using context-input-process-product (CIPP) model

The aim of this research is to evaluate the 2013 5th Grade Science Education Curriculum by using Context-Input-Process-Product (CIPP) Model based on teachers' view. The sample of this research consists of 663 school teachers working in secondary public schools in Turkey. This study conducted by the descriptive research within the scope of the survey model in the 2014-2015 academic term. Quantitative data were obtained by a questionnaire prepared by the researcher according to Stufflebeam's CIPP Model. The qualitative data were obtained with the open-ended questions in the questionnaire form. Frequency, percentage and chi-square tests were used to analyze the quantitative data. The level of significance was accepted as p = .05 for chi-square analysis. Responses to open ended questions were analyzed categorically and interpreted with answers to survey questions. The results obtained from the research can be summarized as follows: In the context, the planning and projections to satisfy the needs for the 2013 Secondary School Science Course Curriculum are at the intermediate level. The most strengths of the program are the applicability, the clarity of the learning outcomes and the appropriateness of the contemporary philosophical basis; weaknesses of the program are the potential of preparation to life, satisfy the social needs and improving science literate. In the input it has been determined that the curriculum has a high ability to meet the needs in practice. In practice the most strengths of the program are the adequacy of the prescribed period, the clarity of the concepts in the content and compliance with the teacher's knowledge while the weaknesses are the current technological equipment, laboratory and available equipment appropriateness. In the process it has been determined that the curriculum was applied in teaching process at moderate level. The most strengths of the program in the process are providing teacher-student cooperation and attracting student interest, the weaknesses are fail to providing support by parents, insensitivity to individual differences fail to ensuring job satisfaction for the teacher. In product it was concluded that the curriculum had the potential to provide the expected outcomes moderately. While the most obtained output is providing positive science attitudes, the least achieved outcomes are self-improvement as wholly and to gain academic vision to students. In the research, it is concluded that the curriculum is far from fulfilling the expectations in practice; therefore, it should be reviewed again with a scientific approach, especially in terms of its weaknesses.