The inclusion of digital competencies in the 2024 science curriculum

Considering today's conditions, simply receiving and using information may not be enough for people in the 21st century. It has become very important to be able to obtain information from the right sources, to question the reliability of the information, to interpret and process the information received and to transfer it to daily life. Science course contents, which have an important role in raising individuals who can adapt scientifically and technologically to the requirements of social life and the age, are also vital in the 21st century. It needs to be up-to-date in terms of skills, technological developments and digitalization processes in education. In this respect, it is very important that digital competencies, which are an important type of competencies that need to be acquired by students in the context of 21st century skills and digital literacy, are included in the science curriculum. This study, which examines the learning-teaching practices recommended in the Science Course Curriculum published in 2024, focusing on developing students' digital competencies, is a research in which descriptive analysis is made based on document analysis. The 2024 Science Course Curriculum (3rd, 4th, 5th, 6th, 7th, and 8th grades) was used as the document in the study. A descriptive analysis of the learning-teaching practices in the curriculum was conducted. The data obtained in the descriptive analysis were interpreted in accordance with predetermined themes. Findings obtained; percentage and frequency etc. are presented with tables containing the data. As a result of the research, in the learning-teaching practices section, the weights of the learning outcome and process components in the Science Course Curriculum vary between 60.71% and 81.40% for each grade level; It has been determined that some suggestions have been made to provide digital competencies. Among the learning-teaching application suggestions included in the program aimed at gaining digital competence at all grade levels, the top three preferred ones are; It has been observed that creating digital products, collecting information from digital sources and using digital images. It was concluded that the weight of these 3 learning-teaching practices compared to all teaching methods and techniques recommended for all grade levels and focused on developing digital competencies was between 77.36% and 94.11%. Methods and techniques that are recommended to focus on improving students' digital competencies but are included less frequently in the program compared to the learning-teaching practices in the top three are; It has been determined that digital information reliability, virtual laboratory, using digital communication tools, e-TGA and virtual museum. The research was completed by presenting suggestions for improvements that can be made in the curriculum and the processes of providing students with digital competencies.