Özet:

This research aims to compare physical events learning area acquisitions in primary school science and technology curriculum and high school physics curriculum acquisitions in terms of scientific literacy. For this purpose document analysis method was used. In this research, the aspects of scientific literacy defined by Bou Joude were used to examine the aspects of scientific literacy in Physics Curriculum and Physical Events Learning Area of Science and Technology Curriculum. These aspects are knowledge of science, the investigative nature of science, science as a way of knowing and the interactions of science, technology and society. Using these aspects, objectives in Physics Curriculum and Physical Events Learning Area of Science and Technology Curriculum were coded. According to the results of this research, the aspect most emphasized is the investigative nature of science and the aspect least emphasized is the science as a way of knowing both in the Physics Curriculum and Physical Events Learning Area of Science and Technology Curriculum, There is a balance amongst the aspects of science literacy neither in Physics Curriculum nor the Physical Events Learning Area of Science and Technology Curriculum. This conclusion suggests that Physical Events Learning Area in Primary School Science and Technology Curriculum, and Physics Curriculum cannot be enough to provide a balanced development of aspects of scientific literacy for students.

Anahtar Kelimeler: