Abstract:

The aim of this research is to compare the 2013 and 2017 science courses in the context of teachers’ opinions; physical subjects in the context of their objectives, content, learning-learning process and evaluation dimensions according to the variables of gender, age and type of school they graduate. For this purpose, the research model has been used. The research work group consists of 199 teachers of science who work in the secondary schools associated with the Sincan and Etimesgut districts of Ankara. The teachers in the study group were subjected to a Professional and Personal Information Survey, which consists of 12 questions and a Likert-type Teacher Opinion Survey, which consists of 59 questions. To analyze the data obtained from the applied surveys, a statistical software program was used. With the help of this software, t-Test, ANOVA Test, Welch Test, Tamhane Test and LSD Test analyses were made. The results of the research found that there are significant differences between the doctors of science in terms of objectives, content, learning-learning process and assessment. In this context, in terms of objectives, content, learning-learning process and evaluation, the average values obtained from the teachers’ opinions according to the variables of the school type, gender, age and school type in which they are graduated, compared to the 2013 curriculum, showed a statistically significant increase in the 2017 curriculum. Furthermore, the evaluations of teachers of science (new) 2017 science course curriculum, in the context of physics subjects, in terms of objective, content, learning-learning process and evaluation dimensions, do not differ according to the variables of gender, age and type of school they graduate.