An investigation of the primary school science and technology curriculum in terms of acquisitions and teachers' opinions

In this study, it has been aimed to investigate the Science and Technology Curriculum which became valid with decision of Turkish National Ministry of Education National Board of Education with the date 12.07.2004 number 117 and the date 30.06.2005 number 189.This research consists of two stages. At the first stage of the research the Science and Technology Curriculum has been investigated by comparing the science curriculum practiced in England, Ireland and Canada. At this stage of the research, qualitative document review method has been used. The research data has been acquired from science curriculum, analyzed in terms of the study, in England, Ireland and Ontario (Canada) and related literature field scanning.The second stage of the research has been conducted on 21 teachers who teach science in Şereflikoçhisar, Ankara and 121 6th grade students in Şereflikoçhisar, Ankara. ?Success Scale Evaluation? for students, ?Inventory for Determining Teachers? Opinions? for teachers, prepared considering the acquisition of the 6th grade unit named ?Electricity in Our Life? in curriculum in terms of the research, have been carried out.At analysis of the data, independent sample T-Test, dependent sample T-Test, descriptive statistics and unique sample T-Test, Mann-Whitney U-Test have been applied. The results been evaluated at level of .05 significance.The results of the research have underlined the differences among education process of studied curriculum, numbers of acquisitions and concepts involved, the viewpoint to assigned people and institutions during the education process, the flexibility provided those people and institutions, subject contents and subject distributions to the education process, assessment processes and evaluation and objective sentences.However according to the results of ?success scale evaluation?, despite the fact that students? learning has been at a good level in the unit of ?Electricity in Our Life?, it has been observed that that learning has not been permanent. Also, it has been observed that the variable of the school location is effective on students? success; students who are attending education in counties are more successful than the students in towns.Moreover according to the results of ?Inventory for Determining Teachers? Opinions?, it has been observed that teachers have agreed with the idea that students have achieved acquisitions at least at a good level in the unit of ?Electricity in Our Life?. Also, it has been observed that teachers working at primary schools located in counties are much more optimistic about the attainability of acquisitions compared to the teachers working at primary schools located in towns.The research has included suggestions which the researcher expressed depending on the results appeared at the end of the research.