Abstract:

Curricular skills should be well-structured and expressed in a clear and meaningful way. For this aim, it is expected that those objectives should be focused on an observable and measurable skill. The Turkish Science Curriculum was published as a draft at the beginning of 2017 in order to write those objectives taking care of such qualifications. In this research, it is discussed whether the determinations considered to be a problem regarding the draft curriculum skills are included in the current one put into practice in 2018 or not. In this documentary study, which was carried out with a qualitative approach, the verbs of the objectives were subjected to content analysis in order to understand whether the skills were clearly understandable, observable and measurable or not. Categories were created for the objectives which were found to be problematic in terms of the specified criteria. According to the categories, it has been determined that 21 of 305 curricular skills in both the draft and currently used one from the 3rd through the 8th grade do not have the characteristics of being clearly understandable, observable and measurable. Those verbs leading to semantic extention and semantic restriction can be used more effectively in the teaching and learning process by replacing them with the suitable ones.

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