Comparison of Turkish and Ethiopian secondary education science curriculum in terms of acquisitions

This study aims to compare similarities between connotation, expression and stress in Turkey and Ethiopia Secondary Education Science Curriculum (Physics, Chemisty Biology). In this study, problem-solving and definitive approaches have been used that is used in comparative education fields. In this study, one of the survey models, screening model is used. As a data collection tool, It has also benefited from written sources written by relevant person and institutions as a subject. Document tecnique has been used as a data collection while analyzing the data, document and content analysis are used besides categorical and marker analysis.As a result of these analysıs ,ıt has ascertained that acquistions of stress and expression in current curriculum (Physics, Chemistry, Biology) is parallel. These similarities has determined three acquisitions in terms of stress, ten acquisitions of expression in forementioned countries. Similarity only in a acquisition in terms of expression is determined in secondary education physics curriculum, but only acquisition of stress and expression that are not determined in secondary education chemistry curriculum is not the same that in pointed countries. Functions which are compared in terms of stres and implication, checked by specialist teachers and reliability calculation is done. In three units reliability percentage is above %70. In the light of these surveys, according to the findings, it can be thought that developing countries use curriculum developer while designing a new curriculum. Key Words: Science Curriculum, Secondary Education Science Curriculum, Comparison of Curriculum, Turkish Secondary Education Curriculum, Ethiopia Secondary Education