Özet:

Scientific and technological developments cause changes in educational programs and curriculums. Especially science education should meet criteria of today’s needs and expectations. Changing only science curriculum in K-12 is not enough. Science teacher curriculum should also change since teachers are responsible to teach subjects. By 2018, all teacher curriculum, including science teacher education, changed due to recent improvements in science, technology and education. This study investigated science teacher educators’ evaluations of Turkish science teacher curriculum with Many Facet Rasch Analysis. The program is evaluated according to the four dimensions of curriculum which are 1) aims, aims objectives, 2) subject matter, 3) learning experiences, and 4) evaluating approaches. These analyses including general evaluations about the program, academicians’ generosity, and ungenerosity behavior during evaluating the program, and analysis of each criterion itself. Results of the analysis conformed psychometric and unidimensional properties of the criterion form. Therefore, it is supported with the literature that a Likert-type instrument can be developed and used to evaluate programs. Additionally, this study discussed academician’s generosity and ungenerosity behavior while evaluating the program. Evaluating validity and reliability of each academicians’ behavior is necessary. Results indicated that their bias, generosity, or ungenerosity behaviors did not affect the criterion forms’ statistical confidence.

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