Comparative analysis of the scientific process skills and learning outcomes of science- technology-society-environment in science curricula from the republican period until today

In the 1926 program, which was the first comprehensive program prepared in the Republican period, the primary school education was in two circuits. While the 1st, 2nd and 3rd grades were arranged as the first circuit, 4th and 5th grades were the second circuit. This curriculum is revised and 1936 curriculum was prepared. The 1948 curriculum was longer lasting and the subjects were not changed for 20 years. In the 1968 Primary School Program, which was put into practice after tested for a long period, "Science and Nature Knowledge" course took place. This course is an integration of "Natural Knowledge, Agriculture-Bussiness and Family Knowledge" courses in the previous program. The 1968 program includes 5-point objectives for the students of Science and Nature Knowledge course like to get to know the environment they live in, to enjoy living in this environment and to obtain information about daily life and to adapt to this environment. In this study, it is aimed to analyze Science programs prepared according to primary school curricula of 1926, 1936, 1948 and 1968 in terms of Scientific Process Skills and from the point of Science-Technology-Society-Environment and to examine them in comparison with the 2013 Science course syllabus. In this study, document analysis which is one of the qualitative research data collection methods is used. The data were collected by examining science courses syllabi issued by Ministry of National Education in related periods. According to the findings of this research, some of the scientific process skills and science-technology-society-environment learning outcomes, which were new concepts in the 2004-2013 curriculum, had been included in the content of primary school curricula of 1926, 1936, 1948, 1968 and show similar characteristics with the learning outcomes in 2018 curriculum. According to the results of this research, it is seen that all the new curricula prepared are based on the previous curricula and form according to the socio-economic structure of the society as well as the innovations in the education system.