Özet:

In this study, the teaching programmes of the science courses published in Turkey between 2005-2022 were studied in terms of the principles of program design. In the study, "How are the curricula of the courses in the field of sciences implemented in 2005, 2013 and 2018 in terms of scope, graduality, continuity, flexibility, balance, flexibility and usefulness?" The question is answered. In the study in the type of document analysis, the analysis of the Program Design Principles in the field, using the Guide Questions, the visual analysis was carried out. According to the findings, the start of the course of science from the third class since 2013, the reduction of the earnings of programs and the number of pages, the association of the concepts addressed with daily life, the use of a clear and understandable language are positive developments. However, the 2013 and 2018 programmes include short explanations on the learning-learning process and measurement assessment, while the earnings and page numbers are reduced, the recommendation of the same teaching periods, due to the extraction of the achievements related to the evolutionary concept that has the characteristic of pre-conditional learning; graduality, continuity and cohesion have been deteriorated. It has also been shown that the programs studied did not make progress in the balance principle, that the horizontal cohesion was increasingly weakening, that it was flexible and not useful. As a result, it is believed that the scientific knowledge/science courses published over the past 15 years have not progressed in terms of taking into account the principles of program design, and are even increasingly weakening.

Anahtar Kelimeler: