Analysis of the Elemantary Science and Technology Curriculum of Turkey with Respect to Different Aspects of Scientific Literacy and Scientific Process

Abstract

Ministry of Education improved Science and Technology curriculum in 2004 which aimed at developing scientific literacy. In this study, this curriculum was analysed with respect to aspects of scientific literacy and science process skills. Two researchers qualitatively analysed learning outcomes and proposed activities in the curriculum and coded them into related scientific literacy aspects and science process skills. Results indicate that the curriculum emphasizes the investigative nature of science and knowledge of science more than the interaction of science, technology and society aspect. Science as a way of knowing is least emphasized. There was no balance amongst the four aspects of scientific literacy. Regarding science process skills, the curriculum emphasizes basic process skills more than integrated science process skills