Author(s): Cihat YAŞAROĞLU

Life Science is taught in the first three classes of primary schools to give students various skills and personality traits. In 1924 Primary School Curriculum, life science is not an independent course but its content given under various lessons. In the 1926 program it was named by “Life Science” and came up today with the same name. The aim of this study is to analyse 2015 Life Science Course Curriculum and compare it with the other curricula. In the study document analysis technique which is a qualitative research method used. The analysed programs consist of the previous curricula and the 2015 curriculum. The 2015 program was acquired from the website of the Board of Education, and other programs were obtained through print. The new program analysed in context of Context, target/achievement, content, learning-teaching process and measurement-evaluation categories, and then compared with previous curricula. According to the results, the aims of the 2015 program were partially replicated in other programs and they closely resembled the contents of 1968 and 1998 programs. Based on the findings, various proposals have been developed that are expected to help life science course in program development studies.


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