Comparative Analysis Of The 2018 Science Curriculum And The 2024 Türkiye Century Education Model Science Curriculum In Terms Of Sustainable Development Themes
Anahtar Kelimeler
The aim of this study is to
conduct a comparative analysis of the 2018 Science Curriculum and the 2024
Türkiye Century Education Model Science Curriculum in terms of sustainable
development themes. The research employs document analysis, one of the
qualitative data collection methods. Within the scope of this method, priority
was given to accessing primary data sources to ensure the reliability and
accuracy of the examined documents. During the research process, the Science
Curricula approved by the Board of Education and Discipline were used as the primary
data source, and written as well as visual materials were analyzed. The data
were evaluated through content analysis, highlighting the similarities and
differences between the curricula. The learning outcomes were also analyzed by
the researcher and two experts specializing in science education, yielding an
intercoder reliability coefficient of 0.89. Findings reveal that the 2018
Science Curriculum includes 87 learning outcomes related to sustainable
development, whereas this number decreases to 53 in the 2024 curriculum. The
learning outcomes in the 2018 curriculum are scattered across various topics,
while the 2024 curriculum offers a more structured approach to sustainability,
allocating more time to these themes and distributing them more evenly. This
focused treatment in the 2024 curriculum contributes significantly to the
transformation of knowledge and awareness into behavior.
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