Abstract:

According to the scan model, this study aims to reveal the views of classmates on the life knowledge curriculum. The majority of teachers have also stated that the achievements are in accordance with the student level, while some achievements are not in accordance. In terms of content, it has also been found to criticize that the simplification of the subjects was positively welcomed by teachers but that it was not enough, and that the lessons were not enough. The majority of teachers criticize the teaching of the program. The preparation of the topics without taking into account the regional differences of the country is also among major criticisms. When the teachers are examining their views on the learning-learning process of the program, it is revealed that the majority adopts teaching methods that provide active participation. But some said they did not apply the active teaching methods adequately. One of the important findings that the teachers have made is that although the program is student-centered, the measurement and evaluation size cannot meet it exactly. According to this, in the research, the changes and arrangements made in the life knowledge curriculum were discussed in accordance with the opinions of teachers.

Abstract:

This research study aimed to uncover the views of elementary teachers about the revised Life Sciences curriculum. Many teachers expressed their approval of the overall program objectives in terms of their appropriateness to the children’s developmental levels. However, several teachers who criticized some of the benchmarks incompatible. In terms of the content of the program, many teachers indicated their satisfaction with the reduced amount of the content. Some teachers complained about the inadequate course hours and unbalanced dispersion of some topics over others. In addition, some were critical about the revised curriculum without taking into account the regional differences. Most of the teachers criticized the spiral curriculum design. In terms of teaching-learning strategies of the curriculum, the majority of the teachers expressed their positive feelings about the student-centered teaching-learning approaches. However, some of the teachers stated their concerns about the limited use of student-centered teaching strategies. And also teachers believed that even though student-centered curriculum was more emphasized, assessment dimension not constructed well. Therefore, changes through the curriculum have been discussed in accordance with teachers’ view.

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