Diagnosis of key science concepts and examination of science teaching programs and national textbooks within the context of these concepts

In this study, it is firstly aimed to identify key science concepts, one of the dimensions of science and technology literacy. In addition, the presence of the identified key science concepts in national and international science programs were also examined. From the list of key science concepts, a concept with the highest consensus value was chosen for each learning area and the presence of these concepts in science textbooks written according to the current program was determined. This research was designed in two stages, where qualitative and quantitative methods were used together and multi-stage mixed pattern method was preferred. In the first stage of the research, Delphi technique was used to identify key science concepts, one of the sub-dimensions of science and technology literacy. In this stage, academicians working in different fields related to science (physics, chemistry, biology, astronomy, geography, science education, physics education, chemistry education, biology education), science/science and technology teachers and senior science students were included as field experts. The Delphi process was carried out in three stages and in the process of selecting key concepts, settlement levels were determined by selecting criteria. At the end of the first stage of the research, a list of key science concepts was created. In the second stage of the research, on the other hand, the presence of determined key science concepts in national and international programs was examined. Document review method was used in this review process. Three national science programs (2005, 2013 and 2018), in which the vision of science and technology literacy are clearly emphasized, have been examined and science textbooks, prepared according to the objectives of the Science Program of 2018 and officially taught in primary and secondary schools in the Academic Year of 2019-2020, were examined. For the analysis of international programs, on the other hand, science programs of three countries (Singapore, Estonia and Canada-Ontario), which took the first place in the exams measuring international science literacy, were discussed. Curriculum and textbooks were analysed by the method of content analysis in the context of key science concepts determined in the first stage. According to the results of the research, 42 key science concepts formed at the end of the third stage of Delphi are as follows (in alphabetical order): atom, biodiversity, biotechnology, cell, cell division, change of state, chromosome, classification of living things, compound, conservation of energy, density, DNA, ecology, ecosystem, electricity, electron, element, energy, energy transformation, evolution, force, gene, global warming, gravity, habitat, heat, heredity, kinetic energy, light, mass, matter, matter cycle, molecule, periodic table, photosynthesis, pressure, renewable energy, reproduction, sound, temperature, universe, weight. The Science and Technology Curriculum of 2005 and Canada (Ontario) Science and Technology Curriculum rank first among the six curriculums examined in terms of the intensity of key science concepts. In addition, it was also found that the least studied concepts in all programs were determined as ecology, classification of living things, cell division, gene, renewable energy, matter cycle, biotechnology, global warming, energy transformation whereas the concepts of cell, force, heat, energy, matter, light were discussed extensively. As a result of the analysis on the textbooks, it was observed that the concepts of force and universe took place at the third-grade level for the first time in the programs and books. However, the concept of the cell was taught at the sixth grade and the concept of the atom was taught at the seventh grade level in the program while both cell and atom took place at the fifth grade level for the first time in textbooks. It is thought that the results obtained in this research will provide important contributions to the national and international literature since there has not been such a comprehensive study in the literature. In this context, it is anticipated that the results will have significant effects in developing and/or updating curriculums, the vision of which is directly or indirectly related to science and technology literacy, and writing the textbooks on the basis of key concepts in the curriculum.