Comparison of primary sciences teaching programs in Turkey and Jordan according to the dimensions

The aim of this comparative study is to investigate the curriculum of science which have been applied in primary education in both countries, Turkey and Jordan in terms of the elements of the program. In this study, Phenomenology method was used as a qualitative research method. The data was obtained by the researcher from interviews, in addition to related literature and documents. The study was applied in the 2020-2021 study year in two different study groups by two different countries, Turkey and Jordan. The first group consists of 25 Science teachers working in a total of 25 schools. 12 of these teachers work in primary schools and 13 of them in secondary schools, out of a total of 102 schools in 54 primary and 48 secondary schools in Yenimahalle district of Ankara city affiliated to the Ministry of National Education in Turkey. The secound group also consists of a total of 50 teachers, including 25 science teachers working in 20 of 44 schools in 26 primary and 18 secondary schools in Irbid city, Beni-Ebeid District, Jordan. The collected data from the constructed interview were analyzed using descriptive analysis and supported by the information obtained from literature. According to our findings, the science curriculum starts from the third grade in Turkey, while in Jordan it strats from the first grade. The objectives in both programs are suitable for the needs of the students and the characteristics of the subject area, also, the objectives are consistent with each other. In both programs, it has been determined that the objectives are sufficiently clear and understandable. We also concluded that there are 4 basic areas in the Science Curriculum that is being applied in primary education in Turkey. On the other hand, there is 5 basic areas is applies in the Primary Science Curriculum in Jordan. Moreover, in Turkey, the number of attainments for the Science Course in the education program (3, 4, 5, 6, 7th and 8th Grade) is 302, while in Jordan, the number of attainments for the Science Course in the education program (1, 2, 3, 4, 5, 6, 7th and 8th Grades) is 510. Accordingly, the content of the program in Turkey is consistent with the objectives, while in Jordan it is moderately consistent. As a conclusion, in Turkey the total number of hours per week for science lessons should be 22 hours, where as in Jordan, a total of 20 hours needs to be set per week. Also, although science lessons in Jordan are given from the first grade, we observed that the number of hours devoted to science lessons in Jordan is less than in Turkey. furthermore, there is diversity in the assessment-evaluation tools recommended for the evaluation of students in the programs of both countries. In Turkey, the measurement-evaluation was done twice per semester in the program, in contrast, in Jordan the measurement-evaluation was done 4 times in each semester in the program in Jordan. The program in both countries is using oral attendance, written exam, multiple choice test, true-false test, fill-in-the-blank test and critical test. As a result of this study and based on our conditions we have a number of recommendations that may have a great benefit for further studies and related applications. Our recommendation includes the following: in Jordan, the number of acquisitions should be reduced, in order to come out with a permanent knowledge gained by the students in the science curriculum in Jordan. In Turkey, the science curriculum needs to adopt an applicable education method and to make the learning process meaningful. Both science curriculum in Turkey and Jordan should have content that is more relevant to daily life. Similar studies interested to investigate the science education program and related application can be conducted in different countries other than Turkey and Jordan.