Analyzing program of science and technolology course of sixth grade in 2006 based on teacher opinions

Main purpose of this research is that to investigate program of Science and Technology class of sixth grade in 2006 in terms of acquisitions of the program, content, learning and teaching processes, and evaluation based on teacher's opinions. Data in descriptive research is gathered by using methods of qualitative and quantitative research. Science and Technology teachers who work in secondary schools in the central districts of city of Ankara in the academic year 2012 -2013generate universe of the study. Science and Technology teachers of sixth grades who are determined by the unmeasured sampling method from the universe constitute sample of the quantitative dimension of the research (n=57). Study group of there search in qualitative dimension consists of ten Science and Technology teachers of sixth grades who are selected by random technique. Research data is obtained by survey that is tool of collecting quantitative data and interview form which is tool of collecting qualitative data. In the research, quantitative data from the survey is analysed by t test and ANOVA test that are appropriate test techniques in SPSS packet program and qualitative data from the interview is analysed by applying content analysis according to purpose, content, learning and teaching processes, and evaluation dimensions of the program of Science and Technology class of sixth grade. As the result of there search, generally positive opinions are expressed regarding Science and Technology course curriculum of sixth grade that used by the teachers at present; but, observed that some weaknesses of the program pointed out. Furthermore, made inferences that opinions of the teachers about program acquisition, , learning and teaching processes, and dimensions do not have significant difference statistically according to variables of gender, seniority, education, graduated faculty and class size. However; while opinions of the teachers concerning content dimension of the program statistically are different based on changing in seniority, not significantly different based on variables of gender, education, graduated faculty and class size.