Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

Volume 8 Issue 2 (March 2023)
Ahmet Çoban Mustafa Yılmazlar
Pages: 220-232 Download Count : 424 View Count: 654 DOI Number 10.24331/ijere.1228821 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


This study aims to determine the similarities and differences of both programs by analyzing physics subjects, vision, purpose, learning areas according to grade levels, units, course hours and number of learning outcomes in the context of physics learning area of secondary school science curricula in Turkey and Canada (Ontario). This research uses the document analysis method, which is one of the qualitative research methods. This research demonstrates that the aims of Turkey secondary school science curriculum are to be expressed longer and more intensely than Canada (Ontario) secondary school science and technology curriculum. Moreover, while spiral approach is used in Turkey science curriculum, modular approach is used in Canada (Ontario) science and technology curriculum. Both countries are similar in terms of their vision to raise scientifically literate individuals. The Turkish science curriculum includes numerically more physics-containing Units, course hours and the number of learning outcomes numerically compared to the Canadian (Ontario) physics curriculum. Canada (Ontario) physics curriculum is completely associated with daily life in terms of learning outcomes compared to the Turkish physics curriculum.

Keywords

  • Physics subjects
  • comparative education
  • science curriculum
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