Turkey comparative analysis of the Hong Kong science course instruction progamer

Each country has a different educational philosophy and education systems depending on this philosophy. These education systems also have curricula according to the courses taught.The science programs in these curriculums also differ according to the social, economic and, cultural structures of the countries and the development status of the countries, and the science achievement of students is also affected by all these factors. In this study, it was aimed to comparesimilar and different aspects by examining Turkey and Hong Kong Science course curriculum in terms of quality and quantity. Turkey is trying to improve its continuing education program. In order to achieve better success, to see the effectiveness of education systems and accordingly curricula participating in international student assessment exams such as PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), and updates are made in its curriculum accordingly. The reason for choosing the Hong Kong science curriculum is due to their continuous success in international student assessment exams such as PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). In the study, the aims, subject areas, scientific process skills, unit subject and, learning outcomes and applied activities that included in science teaching programs of both countries were comparatively analyzed by tabulating. The data required for this study were evaluated using the document analysis method, one of the qualitative research methods. Considering in general, the outcomes numbers in the same subject areas in Turkey are fewer than in Hong Kong. Although there are similar outcomes in science education programs of Hong Kong and Turkey takes place in very different outcomes from each other. While the activities held in both countries, the number of achievements, the content approaches used while preparing the programs (Spiral, Linear), the assessment and evaluation approaches and the subject area order and themes while preparing the program are different from each other, the scientific process steps and subject areas are similar. The spiral approach, preparation of skill-based questions and having an understanding of the universe to the body used in preparing of Turkey Science Curriculum shows that Turkey is advantageous.It is thought that the study will contribute to the development of science in our country and help it to get more successful results in international tests. Keywords: Science course, science curriculum Turkey, Hong Kong science curriculum, science outcomes, PISA, TIMSS