Science curriculum in Turkey from 21st century skills’ perspective (original) (raw)

The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017, and 2018) in terms of 21st century skills. For this purpose, document analysis, one of the qualitative research methods, was used. The study’s documents consist of the science curriculums of 2005, 2013, 2017, and 2018. Descriptive analysis was used in the analysis. The study results were grouped under four themes, involving how 21st-century skills are covered in science curriculums’ 1) objectives, 2) vision and competences, 3) field-specific skills, and 4) measurement and evaluation approaches. It has been found that the objectives, vision and competences, and field-specific skills of all curriculums include 21st-century learning and in- novation skills; information, media, and technology skills; and life and career skills. Regarding curriculums’ measurement and evaluation approaches, information, media, and technology skills are not included in the 2017 and 2018 curriculums, whereas all these skills are included in the 2005 and 2013 curriculums.