Abstract:

Model and modeling concepts are commonly used by both scientists and teachers, and these concepts are placed at the core of scientific processes. Therefore, it is important to determine and understand how the concepts of modeling and modeling are included in the science curriculum and textbooks. So, the aim of this research was to examine the situation of these concepts in recently administered 2017 science curricula and textbooks in Turkey. For this purpose, the qualitative research design was chosen, and the data were collected and analyzed through document and content analysis methods. As the source of data; 2017 Physics, Chemistry, Biology, Geography and Science Education curricula and their 2017-2018 academic year science textbooks were used and systematically analyzed by using content analysis method. The results showed that the concepts are stated and mentioned in the curriculum, but the explanation of scientific models and the role of these models in scientific progress are not mentioned. It was found that 6.9% of the 2017 Science Education curriculum (Grades 5-8) and 7.5% of the 2017 secondary education science curricula (Grades 9-12) standards are related to these concepts only. However, when scientific process skills are taken into consideration, it is observed that modeling activities are generally directed to physical and scaled models, while the other types of models, such as theoretical, conceptual and mathematical models were not addressed. Overall, the new 2017 science curricula and their textbooks' program gains have been found insufficient in terms of modeling and modeling concepts.

Keywords: