Özet:

In this study, it is aimed to determine the similarities and differences of both programs by analyzing physics subjects, vision, purpose, learning areas according to grade levels, units, course hours and number of learning outcomes in the context of physics learning area of secondary school science curriculums in Turkey and Canada (Ontario). In this research, the document analysis method, one of the qualitative research methods, was used. It has been seen that Turkey secondary school science curriculum aims to be expressed longer and more intensely than Canada (Ontario) secondary school science and technology curriculum, while spiral approach is used in Turkey science curriculum, modular approach is used in Canada (Ontario) science and technology curriculum. Both countries are similar to the vision of raising scientifically literate individuals. The Turkish science curriculum includes physics-containing Units, course hours and the number of learning outcomes numerically compared to the Canadian (Ontario) physics curriculum. Canada (Ontario) physics curriculum is completely associated with daily life in terms of learning outcomes compared to the Turkish physics curriculum.

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