European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 10 │ 2017 doi: 10.5281/zenodo.996322 SCIENCE CURRICULUM FROM THE PERSPECTIVES OF TURKISH TEACHERS: PROBLEMS ENCOUNTERED AND SUGGESTIONS FOR SOLUTIONS Sinan Muhammet Bekmezci1, Özlem Ateş2i Research Assistant, Faculty of Education, 1 Manisa Celal Bayar University, Turkey Assist. Prof. Dr., Faculty of Education, 2 Manisa Celal Bayar University, Turkey Abstract: The purpose of this research is to identify the problems that teachers have experienced during the implementation of the science curriculum and their suggestions for solution to these problems. In the research, survey model has been used among the descriptive research methods in which quantitative and qualitative data have been used together. The sample of the research consists of science teachers (n=208) and classroom teachers who deliver science courses (n=104) in Manisa province. A questionnaire form and a semi-structured interview form developed by the researchers have been used as data collection tools. For quantitative data, percentage and frequency values have been analysed and for qualitative data, content analysis have been performed. As a result of the analyses the problems encountered in the implementation of the curriculum have been examined in three different categories namely; teacher-related problems, curriculum-related problems and other problems. According to the results of the questionnaire, most of the teachers think that they confront with problems because they do not see themselves sufficient in terms of designing/evaluating a project, designing an experiment and creating an activity. In terms of the program, the majority of teachers think that they encounter with problems as there is not enough information about the implementation of the inquiry-based learning approach and not enough examples and explanations for the learning outcomes. In addition, nearly half of the teachers’ state that they have problems with the use of alternative assessment tools and techniques in Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 137 Sinan Muhammet Bekmezci, 5zlem Ateş SCIENCE CURRICULUM FROM THE PERSPECTIVES OF TURKISH TEACHERS: PROBLEMS ENCOUNTERED AND SUGGESTIONS FOR SOLUTIONS the program. Regarding other problems; the insufficient content of the course book, lack of materials, lack of adequate support from parents, and technological inadequacies are among the problems most of the teachers have experienced. Similarly, when the results of interviews have been examined; materials, laboratories, and the inadequacy of the course book are among the most frequently mentioned problems. When the survey results of teachers' suggestions for solution have been examined; putting more emphasis on teachers’ views in the process of curriculum development, revision of curricula of education faculties oriented to the changes in curriculum, preparation of flexible curricula according to students’ needs, improvement of technological infrastructure of schools and classes, preparation of guidebooks for teachers, raising the knowledge levels of parents about the instruction program, providing an in-service training for designing experiments/projects are among the most frequently selected recommendations from teachers. When the interview results have been examined, it has been seen that most of the suggestions are about increasing the number and quality of in-service trainings and increasing the quality of laboratory and material facilities and textbooks. Since the newly announced science curriculum will be gradually implemented as of 2017-2018 academic year, it is expected that the results of the study will contribute to the field in terms of the problems and solution suggestions for the current curriculum, the program development and update studies, the contents of inservice trainings and comparison of the curricula. Keywords: science education, curriculum, science course curriculum, teachers’ views, problems and solutions 1. Introduction As a result of the breakthroughs in the fields of science and technology, many countries are striving to raise qualified individuals who are able to adapt to the changes and developments in these areas. Qualified individuals are the ones who are investigating, questioning, and suggesting solutions to the problems they confront Eskicumalı, İşman & . In order for countries to be able to create a qualified manpower, it is of utmost importance that effective science teaching is carried out in schools starting from primary education. The aim of science education, which is an important part of individuals' educational experiences, is to prepare people for an eligible and quality life in the 21st century (Millar & Osborne, 1998). According to Kaptan (1999); researching, understanding, discovering, imagining, generating new knowledge, developing attitudes, and utilization of scientific knowledge are the main purposes of science European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 138 Sinan Muhammet Bekmezci, 5zlem Ateş SCIENCE CURRICULUM FROM THE PERSPECTIVES OF TURKISH TEACHERS: PROBLEMS ENCOUNTERED AND SUGGESTIONS FOR SOLUTIONS education and an individual who has received science education acquires the ability to practice them in real life. Through science course, students learn about the contributions of science to technological developments, acquire the habit of thinking scientifically and independently, and use the knowledge they have acquired in daily life (Topsakal, 1999). Therefore, it is important that people receive a certain level of science education so that they can understand, interpret and solve problems that they confront in their lives (Solomon, 1993). Given the link between science and scientific-technological developments, it has been seen that science related subjects are altering very quickly and therefore many studies have been conducted to keep science education up to date, and to raise its level. Teaching science in a qualified way and educating qualified individuals in this sense is primarily provided by the Ministry of National Education (MoNE). In order to educate the individuals who can adapt to the progress and developments, it is necessary to pay attention to updating the curricula in parallel with these developments Yıldırım, Şensoy, Karatepe & Yalçın, . In this context, it has been seen that in recent years a number of changes have been made by the MoNE on teaching programs, and one of these programs is science teaching programs. Through the Science Education Curriculum (MoNE, 2000), Science and Technology Curriculum (MoNE, 2004), Science Curriculum (MoNE, 2013) and newly announced Science Curriculum (MoNE, 2017), it has been aimed to increase the quality of science education in Turkey. Therefore, many researchers have studied the strengths and weaknesses of the curricula and have carried out studies that include views on the implementation of them. In particular, it is possible to find out more research studies conducted on the Science and Technology Curriculum. In these studies, which are usually carried out by taking teacher opinions; making students more active in comparison to the past Şeker, , acquiring them more skills Bağdatlı, , directing students to investigate and making them like science lessons Buluş Kırıkkaya, 2009), putting the learner in the center and give an opportunity to the students to explore T(ys(z & Aydın, are among the positive opinions towards the Science and Technology Course Curriculum. However, to launch the science course in the third grade Duban, ; Yıldırım, G(ngör & Akg(n, , the appropriateness of learning outcomes according to age and level, the integration of the program with everyday life Ünişen & Kaya, K(ç(kyılmaz & Trust, and the increased applicability of the program Çıray, are emphasized as positive aspects of the Science Course Curriculum. In terms of the problems related to the curricula; lack of ability of teachers to use of student-centered activities, lack of course time for activities (Özdemir, 2006), the European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 139 Sinan Muhammet Bekmezci, 5zlem Ateş SCIENCE CURRICULUM FROM THE PERSPECTIVES OF TURKISH TEACHERS: PROBLEMS ENCOUNTERED AND SUGGESTIONS FOR SOLUTIONS necessity of in-service training Akamca, Hamurcu & G(nay, Erdoğan, , İzci, 5zden & Tekin, inadequacy of materials Yangın, ; Boyacı, ; , inadequacy of infrastructure Aydın, , , inefficient use of assessment and evaluation tools and inadequacy of materials Unayağyol, Alcı, and shortage of time Toraman & 13) are among the main problems that have been determined as the main issues in terms of the Science and Technology Course Curriculum. In terms of the Science Course Curriculum, lack of sample implementations for the teaching-learning processes, lack of sample activities related to assessment Çıray, K(ç(kyılmaz & G(ven, 2015), time constraints for activities and alternative assessment-evaluation processes, indifference of parents, laboratory and material problems, Akıncı, Uzun & Kışoğlu, 2015) and difficulties that teachers confront in practice as they are not familiar with the curriculum Toraman & Alcı, are among the negative opinions stated by the teachers. As the curriculum is one of the basic elements of the education and training process, curriculum development studies need to be done carefully and meticulously. During the development process, it is very important to take the opinions of the teachers who are directly responsible for the implementation of the programs Schremer, ; Varış, 98). Positive and negative feedbacks about the program after implementing the curriculum is of importance in order to correct the points that are seen as inadequate in the program. In this context, it is important to be able to identify teachers’ view, thoughts and problems faced by them since they are the actual implementer of the curriculum. Therefore, it is inevitable to identify problems that are among the important factors affecting the implementation of teachers (Schremer, 1991). In this study, it has been aimed to obtain the opinions of the teachers about the problems encountered during the implementation of the 2013 Science Course Curriculum and the solutions for these problems. When the related research studies have been examined; it has been seen that there are fewer studies related to the Science Course Curriculum in comparison to the other curricula including large sample groups and involving qualitative and quantitative data together. Since the newly announced curriculum is going to be implemented gradually in the 2017-2018 academic year (MoNE, 2017), the results of this research study on the problems and solution suggestions for the current curriculum has an importance in terms of curriculum development studies, content of in-service trainings and comparison of the programs. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1062 European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 140 Sinan Muhammet Bekmezci, 5zlem Ateş SCIENCE CURRICULUM FROM THE PERSPECTIVES OF TURKISH TEACHERS: PROBLEMS ENCOUNTERED AND SUGGESTIONS FOR SOLUTIONS European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 141