Abstract:

FSince the beginning of life on Earth, science and technology have gradually developed. As a result of the rapid increase in the flow of information after the Industrial Revolution, developed societies have become countries that produce information and sell technology that is produced based on this information. This review was conducted to investigate how the subjects in the field of science and technology, which are in a rapid change process, were addressed in the Turkish Republic History of Revolution and Kemalism Curriculum in secondary education. In the study, the main problem question of the research was “What is the place of topics related to scientific and technological developments in the 12th-grade Turkish Republic History of Revolution and Kemalism textbooks?" The data of this study, in which a qualitative research design was used, was collected using the document review method. The secondary school "Turkish Republic History of Revolution and Kemalism" textbook was used as the data collection tool of the study. Before the data analysis was initiated, the curriculum and the learning objectives in the curriculum were examined in terms of science and technology. Then, the topics in the curriculum were compared to the textbook. As a result, it was determined that science and technology subjects were given a limited place in the 12th-grade Turkish Republic History of Revolution and Kemalism curriculum learning objectives. When the curriculum and the textbook were compared, it was seen that the learning objectives in the curriculum were included in the textbook. A reasonable balance was not considered in the distribution of visuals on science and technology subjects. Examples of scientific figures were given a limited place in the textbook examined.

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