Özet:

The objective of this study is to study the 2018 updated secondary chemistry course curriculum (OKDÖP) and secondary science chemistry course curriculum (OFLKDÖP) in terms of objectives, units and achievements and to reveal similarities and differences in the programs. For this purpose, a document analysis of the quality research patterns was made. In the study, the content analysis was updated with the OKDÖP and the first time prepared OFLKDÖP. The findings of the study illuminate the various points on similarities and differences between the programs. It appears that the two programs have common objectives, as well as that OFLKDÖP contains some additional objectives depending on the structure and objectives of the high schools of science. Together, it is emphasized that it is necessary for individuals who are able to follow and renew scientific and technological developments, who can transfer their knowledge to everyday life. In OFLKDÖP, it is also intended that students spend more time in the chemical laboratory environment and prepare scientific projects. The units in the classes 9, 10, 11 and 12 levels in the programs and the recommended hours as a class hour are the same. But the achievements in some units differ from each other in their numbers and contents. In OFLKDÖP, the program has added various achievements in the preparation of scientific projects with the conduct of various experiments not included in other programs and the discussion of the results. In the updated curricula, it is considerable to design and implement a separate program for high school sciences. The number of OFLKDÖP achievements is more and the differentiated achievements are related to experiment and project design. But the same time of course for both programs can create a problem in terms of completing the curriculum in high school sciences. Changes in the curriculum and the detection of inter-program differences will lead to teachers, field researchers and the curriculum work. There will be a variety of recommendations.

Özet:

This study aims to examine the revised version of the regular high school chemistry curriculum and the science high school chemistry curriculum in terms of aims, content and learning outcomes and to reveal any similarities and differences. The study adopted a document analysis approach and used content analysis to analyze the curricula. The results showed that both curricula had common aims, but the science high school curriculum had more aims because of the construction and purpose of science high schools. As for the similarities, both curricula underline educating students to follow scientific and technological developments and use scientific knowledge in decision making processes. The science high school chemistry curriculum also involves extra experiments and scientific projects not included in the regula high school curriculum. The chapters and course hours are the same in both curriculua, but there are some extra learning outcomes in the science high school curriculum. In science high school chemistry curriculum, there are extra experiments and science projects which are supposed to be designed by students. It is noteworthy that a separate chemistry curriculum was prepared for science high schools. However, the course hours could be a problem because both curriculums have the same course hours even though they differ from each other. Examination of the changes made in the curricula and finding the differences between them will guide teachers, researchers and the curriculum studies. Recommendations for curriculum developers will be given.

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