TEACHERS’ VIEWS REGARDING THE NEW 5th GRADE SCIENCE CURRICULUM

In this study, it was aimed to reveal the teachers’ views on 5th grade science curriculum which was implemented in the 2017-2018 academic year. Phenomenology as a qualitative research design was used in the study. The study group was determined by using criterion sampling method. The research was carried out with six science teachers who taught 5th graders in the 2017-2018 academic year. The semi-structured interview form was used as a data collection tool in the study. The form that was prepared by the researchers was rearranged in accordance with the views of an academician in science education, a science curriculum development expert and two science teachers. The data obtained as a result of interviews were analyzed using content analysis. In the study, various strategies were used to increase validity and reliability. As a result of the study, it was seen that the most important reason for updating the science education program is the technological developments and international examination results; in this direction, astronomy subjects were taken to the first unit and this situation was welcomed by the teachers. Moreover, it was determined that the engineering applications which were added to the last unit were also welcomed by the teachers, but they were worried about these applications may cause inequality of opportunity in some regions. In addition, it was concluded that it would be appropriate to continue the renewed curriculum implementation by overcoming its deficiencies in terms of learning outcomes, classroom activities, experiments and evaluation questions