Abstract:

This paper aims to compare the curricula for Life Sciences and Social Studies courses used in Turkey, Singapore, Hong Kong and Canada and to reveal the similarities as well as differences between the curricula of those countries. The study uses holistic multiple case study design- a method of qualitative research. The sources of data in this paper are the curricula for Life Sciences and Social Studies courses- which is the continuation of the modifications made in 2005 and which has been used in Turkey since 2018 – (1-4.grades) and the curricula for the two courses used in Singapore, Hong Kong and Canada (Ontario). Criterion sampling method- one of the methods of purposeful sampling- was used in choosing the sources of data. The criterion in this context was the inclusion of the countries, which ranked at the top in achievement in international examinations (PISA, TIMSS) in the sample. The research data were collected through document analysis. The data collected were then put to content analysis. The results indicated that the curricula for Life Sciences and Social studies courses in Turkey, Singapore, Hong Kong and Canada had similarities in that their approach of measurement and evaluation was student oriented. However, the ways approaches were considered and the knowledge about how to make assessment were found to be different in the four curricula. An examination of the differences showed that limited descriptions and samples for activities were available in the curricula for Life Sciences and Social Studies in Singapore and in Turkey but that detailed descriptions were available in the curricula in Hong Kong and in Canada. This study considers the similarities and differences between the curriculum used in Turkey and the curricula used in the other three countries, and recommendations are made in relation to the curricula and for the educational system.

Keywords: