Comparison of 2024 Türkiye Century Education Model and 2018 Science Curricula in terms of Basic Elements

Burcu Torun; Orhan Karamustafaoğlu

Article Details

Comparison of 2024 Türkiye Century Education Model and 2018 Science Curricula in terms of Basic Elements

Authors:

Burcu Torun | Orhan Karamustafaoğlu

Publisher:

Trakya University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.15 Issue Özel Sayı, pp.346-388

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348512

pISSN:

2630-6301

Keywords:

Abstract:

 The aim of this study is to compare the 2018 and 2024 Turkey Century Education Model Science Curriculum in terms of objectives, content, teaching-learning processes, and assessment-evaluation components. The study, designed with a qualitative approach, employs the document analysis method. The Science Curricula approved by the Board of Education and Discipline in 2018 and 2024 serve as the data sources for the study. According to the findings, the 2024 curriculum differs from the 2018 curriculum in its objectives by emphasizing sustainability in its philosophy, incorporating social-emotional learning skills, and addressing concepts such as digital transformation, self-regulation, data-driven decision-making, affective awareness, and adherence to safety rules. In terms of content, the 2024 curriculum draws attention to teaching principles such as moving from the familiar to the unfamiliar and from the concrete to the abstract. An examination of the structure of the 2024 curriculum reveals the removal of the term subject area and the replacement of learning outcomes with learning outputs. In terms of assessment and evaluation, the 2024 curriculum differs from the 2018 curriculum by prioritizing skill-based formative assessment and evaluation processes. In light of these findings, it is considered necessary to organize in-service training programs to inform science teachers about the newly implemented Turkey Century Education Model Curriculum.

 The aim of this study is to compare the 2018 and 2024 Turkey Century Education Model Science Curriculum in terms of objectives, content, teaching-learning processes, and assessment-evaluation components. The study, designed with a qualitative approach, employs the document analysis method. The Science Curricula approved by the Board of Education and Discipline in 2018 and 2024 serve as the data sources for the study. According to the findings, the 2024 curriculum differs from the 2018 curriculum in its objectives by emphasizing sustainability in its philosophy, incorporating social-emotional learning skills, and addressing concepts such as digital transformation, self-regulation, data-driven decision-making, affective awareness, and adherence to safety rules. In terms of content, the 2024 curriculum draws attention to teaching principles such as moving from the familiar to the unfamiliar and from the concrete to the abstract. An examination of the structure of the 2024 curriculum reveals the removal of the term subject area and the replacement of learning outcomes with learning outputs. In terms of assessment and evaluation, the 2024 curriculum differs from the 2018 curriculum by prioritizing skill-based formative assessment and evaluation processes. In light of these findings, it is considered necessary to organize in-service training programs to inform science teachers about the newly implemented Turkey Century Education Model Curriculum.

 The aim of this study is to compare the 2018 and 2024 Turkey Century Education Model Science Curriculum in terms of objectives, content, teaching-learning processes, and assessment-evaluation components. The study, designed with a qualitative approach, employs the document analysis method. The Science Curricula approved by the Board of Education and Discipline in 2018 and 2024 serve as the data sources for the study. According to the findings, the 2024 curriculum differs from the 2018 curriculum in its objectives by emphasizing sustainability in its philosophy, incorporating social-emotional learning skills, and addressing concepts such as digital transformation, self-regulation, data-driven decision-making, affective awareness, and adherence to safety rules. In terms of content, the 2024 curriculum draws attention to teaching principles such as moving from the familiar to the unfamiliar and from the concrete to the abstract. An examination of the structure of the 2024 curriculum reveals the removal of the term subject area and the replacement of learning outcomes with learning outputs. In terms of assessment and evaluation, the 2024 curriculum differs from the 2018 curriculum by prioritizing skill-based formative assessment and evaluation processes. In light of these findings, it is considered necessary to organize in-service training programs to inform science teachers about the newly implemented Turkey Century Education Model Curriculum.

 Bu çalışmada 2018 ve 2024 Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programlarının hedef, içerik, öğrenme-öğretme süreci ve ölçme-değerlendirme öğeleri bağlamında karşılaştırılması amaçlanmıştır. Nitel yaklaşımla tasarlanan çalışmada doküman inceleme yöntemi kullanılmıştır. Çalışmada veri kaynağı olarak 2018 ve 2024 yıllarında Talim Terbiye Kurulu Başkanlığı tarafından onaylanan Fen Bilimleri Dersi Öğretim Programları kullanılmıştır. Elde edilen bulgulara göre; hedefler açısından 2024 yılı öğretim programında farklı olarak felsefesinde sürdürülebilirliği temel aldığı, sosyal-duygusal öğrenme becerilerine yer verdiği ve bununla birlikte; dijital dönüşüm, öz düzenleme, veriye dayalı karar verme, duyuşsal farkındalığa sahip olma ve güvenlik kurallarına uygun davranma gibi kavramlardan bahsedildiği görülmüştür. Programlar içerik açısından değerlendirildiğinde ise; 2024 yılı öğretim programında yakından uzağa ve somuttan soyuta gibi öğretim ilkelerine dikkat çekildiği anlaşılmıştır. Bu programın yapısı incelendiğinde, 2018 yılı öğretim programından farklı olarak; konu alanı ifadesinin kaldırıldığı ve kazanım yerine öğrenme çıktısı ifadesinin tercih edildiği tespit edilmiştir. Ölçme-değerlendirme öğesi açısından ise; 2024 yılı öğretim programında 2018 yılı öğretim programından farklı olarak biçimlendirici değerlendirmeye yönelik beceri odaklı ölçme ve değerlendirme sürecinin esas alındığı görülmüştür. Belirlenen tespitler ışığında, yürürlüğe konan Türkiye Yüzyılı Maarif Öğretim Programı hakkında fen bilimleri öğretmenlerinin bilgilendirilmesi amacıyla hizmet içi eğitimlerin düzenlenmesinin gerekli olduğu düşünülmektedir.

Article Details

Comparison of 2024 Türkiye Century Education Model and 2018 Science Curricula in terms of Basic Elements

Authors:

Burcu Torun | Orhan Karamustafaoğlu

Publisher:

Trakya University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.15 Issue Özel Sayı, pp.346-388

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348512

pISSN:

2630-6301

science curriculum

Türkiye century Educational Model

Science course

Document analysisFen Bilimleri dersi öğretim programı

Türkiye yüzyılı maarif modeli

Fen bilimleri dersi

Doküman inceleme

Issues

Article Details

Authors: Burcu Torun | Orhan Karamustafaoğlu

Publisher: Trakya University

Main Topics: Fen Bilgisi Eğitimi

Journal: Trakya Eğitim Dergisi Vol.15 Issue Özel Sayı, pp.346-388

Document Type: Article

Publication Date: 5/2025

Document Language: Turkish

Document ID (Org No.): 2001348512

pISSN: 2630-6301

Issues

Authors:

Burcu Torun | Orhan Karamustafaoğlu

Publisher:

Trakya University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.15 Issue Özel Sayı, pp.346-388

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348512

pISSN:

2630-6301