Comperative analysis of science curriculum for lower secondary school from republic period to today

This research aims to evaluate Science Curriculum of Lower Secondary school (6, 7 and 8th grade) in 1924, 1931, 1938, 1949, 1977, 1992, 2000 and 2005 regarding to modern development principles that been implemented from republic period to today. In research, Science cirriculum that implemented in 1924, 1931, 1938, 1949, 1977, 1992, 2000 and 2005 is evaluated in the terms of functions, content, educational and evaluation status. In this study, one of the methods of collecting data in the qualitative research was used to examine the document. The data were obtained from lower secondary school science courses taught between 1924-2005. In the study, the science curricula applied in 1924, 1931, 1938, 1949, 1977, 1992, 2000 and 2005 were evaluated in terms of acquisition, content, educational status and test cases. There are no goals and aimes in the 1924 and 1938 programs. In 1931, 1949, 1977, 1992 and 2000 curriculums, it was found that there were special purposes but not enough. The objectives have been widely covered in the 2005 program. 1931, 1949, 1977, 1992, 2000 ve 2005 curriculums, it has been united in accordance with content editing principles. But, in the 1924 and 1938 curriculums, the content editing principles of the unit were not followed. In the 1924 and 1938 curriculums, the learning situations was not addressed. In the curriculums of 1931, 1949, 1977, 1992 and 2000, learning situations were indirectly and insufficiently addressed. In the 2005 curriculum, enriched and technology-based, student-centered learning situations are planned. Except for 2000 and 2005 curriculum, there are no test cases in other programs. However, the name of the science course has always been changed in the curriculums.