Developing strategic planning on elementary science courses curriculums (2005 and 2013): SWOT analysis

Purpose of the study consists of determining at what level Science Courses Curriculum (2005 and 2013), which has been restructured with the change of the education system in Turkey, is known and implemented by the teachers, as well as the pros and cons of the program, according to the views of primary school, 3rd and 4th grade teachers. Phenomenology design, which is one of the qualitative methods, was used in the study. Research data was collected via focus group interviews that were conducted with class teachers working in the city center, towns and villages of Kirsehir. "Semi Structured Interview Form (SSIF)", developed by the researcher was used as the data collection tool of the research. During the preparation stage, question types were created for each dimension of the SWOT Analysis (strengths, weaknesses, opportunities and threats) along with the literature review. The validity of the scope and structure of the measurement instrument was checked by consulting to the expert opinion for the draft SSIF. The validity of the scope and structure was obtained by rearranging data collection tool according to the suggestions of the expert. As a result of the research; Regarding 2005 science and technology curriculum it has been found that: its strongest aspect was addressing affective learning whereas the weakest aspects were identified as content, books, materials, and assessment points. The biggest threat of the program was found to be teachers; on the other hand the opportunities of the program were teachers, schools and parents. Regarding 2013 science and technology curriculum: its strongest aspect is the content dimension whereas its weakest aspects are content, books, methods, techniques and students dimensions. Teachers constitute the biggest threat of the program, at the same time they also offers the greatest opportunities for the program. Key Words: Strategic planning, SWOT analysis, elementary science curriculums.