This phenomenographic study attempts to explicit science and technology teachersâ views of primary school science and technology curriculum. Participants of the study were SEL#69;CTed through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an open-ended question form, and content analyzed. The reliability was computed as 97%. Findings revealed that there are four themes generated; âa glance at the goals of primary school science and technology curriculumâ, âa glance at the content of primary school science and technology curriculumâ, âa glance at the teaching-learning process of primary school science and technology curriculumâ and âa glance at the evaluation process of primary school science and technology curriculumâ. Participantsâ views were discussed under these themes.
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