Abstract:

In this study, a research was made on the approaches of chemistry teachers teaching at government and private schools to the redesigned chemistry curriculum, which started to be implemented at schools in 2008-2009 academic year on Grade 9 and followed on with Grades 10, 11, 12 in the following years. The universe of the study was the secondary school chemistry teachers while the sampling of the study was composed of chemistry teachers teaching in Ankara. A data collection tool with open-ended questions was administered to 110 chemistry teachers. The data obtained allowed for the distribution of analysis on teacher approaches according to the secondary school types as general high schools, vocational high schools and Anatolian high schools. The proposals of the participating teachers have also been listed within a classification according to the school types. The evaluation of the data concluded that the redesigned chemistry curriculum was found to have guiding aspects in terms of topics, attainments, sample activities as well as assessment and evaluation. Additionally, the curriculum was found to enable permanent learning thanks to its connections with chemistry, technology, society and environment. On the other hand, Grade 10, 11 and 12 content of the curriculum was considered to have high expectations from students as learning and comprehending various contents and principals in a very short time and in general without an in-depth study. The time allocated to laboratory practices was also found to be inadequate according to the curriculum content.

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