Abstract:

Field Education Knowledge (AEB) is the knowledge that teachers have about teaching something and has different subcomponents. One of them is the knowledge of the curriculum, which is also the focus of this research. The purpose of this research is to study the knowledge of the curriculum of experienced chemistry teachers in the context of the ninth-class chemistry course curriculum. The research is designed according to the model of state study and the participants are four chemistry teachers with different teaching experiences. The data was collected through the observation, interview and curriculum and then analyzed according to the content analysis. At the end of the study, participants can be said that they are partially aware of the philosophy of the ninth-class chemistry curriculum. Half of them expressed that the philosophy of the curriculum is to establish a relationship between the concepts of everyday life and chemistry, while the rest perceived it as an entrance to chemistry. Additionally, when participants were asked to determine the achievements and explanations on physical and chemical changes (FKDs), the conclusion was made that only one teacher wrote the achievements included in the program. The other two teachers have written a new achievement instead of getting the earnings from the program. Finally, when the participants are examined how much they have achieved the achievements and the explanations they have written in the course of the FKD teaching, the participants can be said that they have achieved the subject teaching in the light of these achievements and explanations.

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