Özet:

The aim of this study is to evaluate the Primary School of Science Class 3 Teaching Program, which was implemented for the first time in 2014-2015. The evaluation used the karma (eclectic) model in which several models are employed according to the nature of the research. While the achievements, content, teaching-learning and evaluation dimensions that make up the objects of the program are assessed, Robert Stake’s Adjustment/Positivity Model is used by Tyler’s Model while determining the levels of access to the students’ achievements in the course. The research is designed according to the single scan type from general scan models. Quantum and qualitative data have been collected. The research data was collected from 200 primary school 3rd class teachers and 100 primary school 3rd class students. Imaginary statistics are used in the analysis of quantity data; in the analysis of quality data, content analysis is used. According to the results of the study, teachers, Primary School 3. The achievements of the Class Science Course Teaching Program have found the structure of the content, teaching-learning process and measure-evaluation dimensions generally positive in the context of the program development principles. However, some disadvantages have been identified. For example, the number of experiments included in the program is small and the physical conditions of the school are insufficient to implement these experiments. They also said it was difficult to provide the necessary materials to perform the experiments included in the program. The level of access of students to the revenue ranges from 49% to 95%. Improving the physical capacity of schools to make the program more effective, providing sufficient printed documents for students, preparing a workbook, and preparing a teacher guide for teachers are among the recommendations.

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