Evaluation of third grade science curriculum by CIPP model

In this study, it is aimed to investigate the views of primary school teachers about 3rd grade science curriculum in which is being applied since 2014-2015 academic year in terms of the context, input, process, product (CIPP) program model. Mixed design was used in the study. Quantitative part was used survey model. In order to collect data in the quantitative part, teachers' views about the program were determined by using CIPP questionnaire. In the qualitative part, data were collected by open-ended questions and interviews. The data of the study were collected in 2016/2017 academic year. Descriptive analysis was used to analyze the data collected from the questionnaire about CIPP model. And data collected by interview and open-ended questions were analyzed with content analysis. The data source of the study was obtained by applying a single questionnaire with 24 items to teachers. The CIPP questionnaire, which is used to collect quantitative data includes 6 questions about context dimension of the program and also 6 about input, 6 about process and 6 about product. According to the results obtained from the research, it is seen that the opinions regarding the context dimension of the CIPP program are positive. Teachers stated that the philosophy adopted in the program is appropriate for the present day, and the program is prepared in accordance with the interests and needs of the students, and the students' level of learning is appropriate to the level of learning and science literate individuals can be effective in the program, and the gains are sufficient to provide the basic skills that are targeted in the program, and the program can serve as a basis for the upbringing of the society needed by the society in the field of science. According to the results obtained from the research, it is seen that the opinions regarding the context dimension of the CIPP program are positive. Teachers stated that the philosophy adopted in the program is appropriate for the present day, and the program is prepared in accordance with the interests and needs of the students, and the students' level of learning is appropriate to the level of learning and science literate individuals can be effective in the program, and the gains are sufficient to provide the basic skills that are targeted in the program, and the program can serve as a basis for the upbringing of the society needed by the society in the field of science. Regarding the input dimension of the CIPP model, teachers indicated that the gains of program are appropriate to the level of readiness of the students, that the time set for the program is sufficient, the concepts and terms in the program are clear and understandable, in this context the technological equipment available in the classes is suitable for the implementation of the program, and However, it was stated that due to insufficiency of the laboratories, the students did not achieve sufficient success. Regarding the process dimension of the CIPP model, the teachers indicated that the program is designed to take into account individual differences for the students, that the program can be developed the individual in all aspects (cognitive, affective, psychomotor). in this context, the program is suitable for student-centered conduct. And also stated that the subjects included in the program attracted the student's attention, the learning theory based on the program was compatible with the learning, and there was no need for expert support in specific fields in the implementation of the program in some experiments and activities. Finally, in the product dimension of the CIPP model, teachers expressed that at the end of the program is observed positive change in science literacy of students, the program contributes to the students to solve problems in daily life, the program responds to the individual expectations and needs of students. Besides they indicated that the program will provide the students with the necessary knowledge and skills in the future of the profession. In the context, the program allows students to express their ideas freely without being dependent on others and there is a positive change in the values of the students at the end of the program.