Uluslararası Eğitimde Mükemmellik Arayışı Dergisi (UEMAD)

Öz

The study aims to compare the biology curricula published between 1998 and 2018 according to the educational frameworks, targeted goals, general objectives, number of units and achievements, schedule, content, learning activities and teaching strategies, and assessment and evaluation. In the study, the modifications, differences and similarities among the curricula were examined. The method of the research is document analysis, and the analysis method is content analysis. The modifications made throughout the curriculum development process. The approach adopted as a foundation in the design of the curriculum in 2007 was constructivism. The number of units and objectives in the biology curricula has reduced over time, and the contents have been simplified. The suggested and implemented duration varies depending on the curricula. Some revisions have been made to the curricula according to developments in biology, science and technology, and learning-teaching approaches, methods, and techniques. In the 2013 and 2018 curricula, the learning-teaching process, assessment-evaluation examples, and lesson plans, which are among the elements of the curriculum, were not included. When we compared the previous curricula, it was found that the 2013 and 2018 curricula did not clearly define limitations, explanations, and objectives. Instead of making major modifications to the curriculum over time, problematic issues of the curriculum should be revised through regular and scientific evaluation studies.