Abstract:

The purpose of this study was to determine how the science curriculum, which was updated in 2018, was constructed in the minds of pre-service science teachers. Within this scope, mind maps drawn by pre-service science teachers were examined to reveal their thoughts about what content the science curriculum contains and which aspects of the curriculum are better understood and considered more important. In the study phenomenology was used as a qualitative research design. The participants of the study consisted of 41 pre-service science teachers, 32 of whom were female and 9 were male, studying in science education department. In the analysis of data, content analysis that is one of the methods of qualitative data analysis was used. Themes, sub-themes and codes were formed by taking into consideration the relation of the expressions of the teachers in mind maps with the science curriculum. The findings were presented within the framework of 6 themes with tables. When the findings of the study were examined, it was seen that almost all of the pre-service science teachers participating in the study reflected the skills intended by the curriculum to their mind maps. It was determined that more than half of the pre-service teachers included information about the structure of the program, its special aims, strategy and method in the mind maps. The general perspective of the curriculum and the information on the measurement and evaluation approach were used relatively less in the mind maps.

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