The comparison of curriculum in science lesson in Turkey and Japan

In this research, it is aimed that Science Curriculum (TÜFDÖP) are compared to Curriculum in primary and secondary in Japan where pupils are successful in PISA and TIMMS in curriculum's framework, aim and targets, content, educational issues, assessment and evaluation approaches. When literature has been searched, there has been little research in comparison of TÜFDÖP. In this regard, it has been thought that this research will contribute to the field and will provide an insight to next researches. This research is a comparative educational research, a survey model that has aimed to reveal existing situation and a qualitative design. In research, data has obtained via document analysis. Sources in research have been classified to subjects. Foreign sources have been translated to Turkish by researchers. Data have been analyzed in descriptive analysis method. There have been such results that TÜPDÖP are more detailed, more understandable and simple-structured than Japan's science curriculum; most of general aims in Japan's curriculum are similar to TÜFDÖP' aims but in TÜFDÖP targets have drawn attention more; in Turkey's curriculum there have been more aims and most of those are related to "Science, Engineering and Entrepreneurship Practices", TÜFDÖP has paid attention to this practices generally; Turkey's and Japan's curriculum are similar in regard to organizing some subjects; the numbers and names of subjects are different; the number of learning outcomes in Turkey's curriculum are twice and a half more in JİFDÖP and JOFDÖP' learning outcomes; the approaches to teaching-learning process are similar; in primary and secondary in Japan a learning outcomes has lasted for more twice and a half compared to Turkey; in TÜFDÖP assessment and evaluation process are pretty clear and detailed but in Japan it has no details; there has been some similarities and differences in both assessment and evaluation process. Finally, it has been suggested that the number of TÜFDÖP's learning outcomes has been reduced; content organization has created for detailed learning; it has searched that while the number of learning outcomes have been reducing for years, how much the content are tightened; if there has been a reduction, it brings either a detailed learning or shoaling; the similar points in Turkey's and Japan's existing science curriculum and how much science curriculum which will be prepared in different names in years with changing philosophy and approaches have been implemented.