The Reflection of 2000 and 2004 Science Curricula on the Prospective Teachers


  • Esin ŞAHİN PEKMEZ University of Ege, Department of Primary Science Education, Bornova-İzmir
  • Bilge TAŞKIN CAN University of Dokuz Eylül, Department of Primary Science Education, Buca-İzmir


Science Curriculum, Prospective Teachers’ Perspectives, Curriculum Developments


The purpose of this study was to determine how both 2000 and 2004 science curricula were evaluated by prospective teachers. For this purpose, prospective teachers were asked to compare the
content in both science curricula. Comparison criteria were not provided for the prospective teachers; it was deemed that they could determine their own criterion in the context that they can
express their own thoughts freely and unrestrictedly.
In this study, third year university students in the science education department, were selected as a sample (n=60) who was deemed to have sufficient knowledge about how to evaluate and how
to use a curriculum since they had attended Science Laboratory Applications-I-II, Subject Methodology-I, School Experience-I courses respectively. Another reason for selection of this
sample was that they were willing to make such an evaluation. The results obtained from the comments of prospective teachers were important since their views reflected their thoughts.
When the thoughts of prospective teachers are taken into consideration, it can be expressed that they have more positive thoughts about 2004 curriculum.


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