Abstract:

The purpose of this research is to examine the science curriculum acquisitions of Primary School (3-4th degrees), Middle School and Imam Hatip Secondary School (5-8th degrees) published by the Ministry of National Education in 2018 according to lifelong learning key competences specified in the Turkey Qualifications Framework. For this purpose, the method of document review, under the auspices of qualitative research design, was used. Data was analyzed using descriptive analysis techniques. To this end, the presence of lifelong learning key competences were determined using frequency (f) and percentage (%) values. Results showed that the science curriculum acquisitions matched most with the mathematical competence and basic competences in science and technology. These were followed by learning to learn competences, social and civil competences, communication in the mother tongue competence, sense of initiative and entrepreneurship competence. No acquisitions were found to match with communication in foreign languages competence. As well, digital competence was included as only one sub-achievement in the 8th grade, and cultural awareness and expression competence was included in the 2 sub-gains in the 8th grade. Based on the research results, a variety of recommendations are made for science curriculum acquisitions to better support lifelong learning key competences determined in the Turkey Qualifications Framework.