Özet:

The purpose of current this study is to compare 2005 and 2013 science course curriculum. Document review method is used in the study and the data source is the curricula of the 5th, 6th, 7th, and 8th grades Science and Technology, put into implementation by the Ministry of National Education in 2005, and the 5th, 6th, 7th, and 8th grades Science, put into implementation by the Ministry of National Education in 2013. Curricula were compared for course hours, number of attainments, domain areas and units, learning – teaching approaches, and science literacy. It was observed that, with the 2013 curriculum, number of attainments was reduced for 65%, names of some units in domain areas were changed, and changes in allocated course hours were entered. The concept of being science-literate replaced the concept of being science-and-technology-literate in 2005 curriculum; however, the definition of the concept did not much differ. In 2005 science curriculum, constructive approach was emphasized in the learning-teaching process; however, in 2013 curriculum, it is emphasized that a learning-teaching strategy based on research-inquiry must actively be used.

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