Özet:

The purpose of this study was to determine chemistry teachers’ views about chemistry curriculum and problems encountered in the implementation. Participants of this qualitative case study were consisted of 23 chemistry teachers, working in high schools in Erzurum city center through semi-structured interviews with 19 teachers face to face while a focus group interview with 4 teachers. The interview data were subjected to a content analysis and the findings were presented in tables in a descriptive manner. The findings showed that teachers’ knowledge or perceptions about the chemistry curriculum is rather weak, teachers are not aware of changes and reforms made in the chemistry curriculum. Additionally, a number of problems encountered during the implementation of the curriculum were that chemistry cur- riculum is not suitable to the students’ levels, lack of the time or number of the courses, lack of teachers’ guide books, inconsistency between the curriculum aim and the nationwide examination system, lack of in-service training for teachers about the curriculum, lack of parents and managers’ knowledge about or attitude toward chemistry curriculum. Moreover, majority of the teachers have suggested that teachers should be involved in the curriculum development process and the chemistry curriculum must be appropriate to the students’ level and must be parallel with the national university entrance examination system.

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