Abstract:

The aim of this study is to get teachers' views on the 2017 draft science curriculum. The study is a qualitative and data were collected with semi-structured interviews. The interview form used in this study was developed with expert opinions gathered from four academicians,five science teachers and two curriculum devlopment experts. Convenient sampling was  used in the study as sampling method. Since the sample size is related to the depth and width of the data to be collected, it has been confined to 10 science teachers who have developed themselves in the field and are well known by their sample work on social media related to class activities. The data obtained from the study were analyzed by descriptive analysis methods taking into account the questions used in the interview form and presented descriptively. Although it is seen as a positive study, teachers that are the sample of the study have stated that this situation is not enough in which the 2017 draft science curriculum of the science lesson program is designed to prevent the negative consequences for variables such as subject selection, subject addition and subtraction, subject line and achievements, to identify deficiencies with opinions and suggestions, and to take stakeholder opinions. As a result of the study, It is recommended that the curriculum should be seen as a whole together with the curriculum preparation, implementation, measurement evaluation, and course materials to be used by practitioners.

Keywords: