Abstract:

Today, many countries aim to train persons as scientific literacy persons regarding the policies they will create for improvements in the area of education, sustainable improve and inclusive growth. For this purpose, the necessity of utilizing the history of science in science teaching is emphasized in order to figure out how scientific information is formed by scientists, through which stages information has achieved its current situation, and to figure out the human dimension of science. With the study carried out, it was investigated to what extent the Turkish-Islamic scholars, who gave direction to science in the history of science and science, were inclusived in the science syllabus and the textbooks make ready for this purpose. Within the scope of this study, in which the document analysis method was utilized, the 2018 Science Course Syllabus and 8 textbooks taught in junior high schools related to the Ministry of National Education in the 2020-2021 academic year were examined. In the study, it was concluded that the section devoted to Islamic scholars who conduced to the history of science in the science syllabus and textbooks is not sufficient, and that the scientists who are frequently said in both science books and media organs are of Western origin. By giving both pre-service and in-service training to teachers in the field of 'history of science', it can be ensured that the history of science can be learned as fully as feasible and taught to future generations. It can be provided that teachers and students have enough papers and materials to incorporate the history of science in teaching. Intercalarily, the history of science can be included in the lessons and students can gain awareness of history by actively participating in the process.

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