Özet:

The objectives of this study are (i) to determine the distribution of the science-technology-society-environment (STSE) acquisitions according to grade and learning domains, (ii) to find out the number repetition of the acquisitions in elementary school science and technology curriculum (ESTC), (iii) to compare the ESTC 2005 draft and ESTC 2006 according to STSE acquisitions. The method used in the study is content survey, which is a kind of document survey. The distribution of STSE acquisitions, which are given in parentheses in unit acquisitions, were determined according to grade level and learning domains. The study revealed that the STSE acquisitions were repeated 74 times in 6th grade, 117 times in 7th grade, and 93 times in 8th grade ESTC. It is noteworthy that some of the STSE acquisitions are emphasized very often, but some of them are emphasized very little according to grade level and learning domains. In general, most of the acquisitions again relate to the science and nature of science. However, the small number of re-acquisitions is about "human, society and technology" issues. The 13th acquisition relating to the elements of scientific work is never emphasized in parentheses for all degrees and all learning domains in ESTC.  When we compare 2005 and 2006 edition versions of ESTC, it is seen that there are some differences between 6th grade. Key words: Elementary science and technology curriculum, science, technology, society, environment.