COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY

To overcome the problems which emerge by reason of fast change experienced in the World, innovations are needed in education. In this context, improvement activity of curriculums in schools appears as an important work about education. Particularly developments in science and technology are consiste...

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Autores principales:	Hatice GÜZEL, Nilüfer CERİT BERBER
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	science teaching curriculum science curriculum of finland science curriculum of hong kong scienc Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/68ae0bb120574ebfb093d7053005b3f4
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spelling	oai:doaj.org-article:68ae0bb120574ebfb093d7053005b3f42021-11-24T09:20:43ZCOMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY2148-416310.9761/JASSS7455https://doaj.org/article/68ae0bb120574ebfb093d7053005b3f42019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=730258518_2-Do%C3%A7.%20Dr.%20Hatice%20G%C3%BCzel.pdf&key=28644https://doaj.org/toc/2148-4163To overcome the problems which emerge by reason of fast change experienced in the World, innovations are needed in education. In this context, improvement activity of curriculums in schools appears as an important work about education. Particularly developments in science and technology are consistent and depending on this, social needs are increasing and changing with every passing day. Accordingly, science literacy and science education have become more important. Particularly, radical changes were experienced in science education approaches in the last decade and improvement studies in the science curriculums of countries around the world have intensified. For these reasons, the purpose of this research is to compare the science curriculum of Finland, Hong Kong, Korea and Singapore, which have shown success in international tests on science with science curriculum of Turkey. The data needed for the research has been obtained using "document analysis method". Science curriculums were investigated by considering the elements of objective, content, teaching-learning process and evaluation process. According to some results obtained from the research; in the upper grades of Finnish basic education, there is not a single and integrated science lesson and curriculums are prepared for each science branch separately. So separate curriculum has been prepared for each science branch. The objectives of Korean curriculum are quite general and when objectives are taken into consideration, the most detailed one is Turkish science curriculum. The content of science curriculums in Hong Kong, Korea, Singapore and Turkey generally includes research, inquiry, and implementation related to situations in daily life. However, the subject contents of the Finnish science curricula are presented directly. Learning-teaching process is mentioned in the very general sense in Finnish science curriculum. The curriculum in which learning and teaching process is explained in the most detailed way is Hong Kong science curriculum. The curriculums of Hong Kong, Korea and Singapore generally focus on projects and portfolio evaluations. Finnish science curriculum is also the curriculum which is presented in the most general sense in terms of assessment and evaluation.Hatice GÜZELNilüfer CERİT BERBERFırat Universityarticlescience teachingcurriculumscience curriculum of finlandscience curriculum of hong kongsciencSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 63, Pp 15-37 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	science teaching curriculum science curriculum of finland science curriculum of hong kong scienc Social Sciences H Social sciences (General) H1-99
spellingShingle	science teaching curriculum science curriculum of finland science curriculum of hong kong scienc Social Sciences H Social sciences (General) H1-99 Hatice GÜZEL Nilüfer CERİT BERBER COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
description	To overcome the problems which emerge by reason of fast change experienced in the World, innovations are needed in education. In this context, improvement activity of curriculums in schools appears as an important work about education. Particularly developments in science and technology are consistent and depending on this, social needs are increasing and changing with every passing day. Accordingly, science literacy and science education have become more important. Particularly, radical changes were experienced in science education approaches in the last decade and improvement studies in the science curriculums of countries around the world have intensified. For these reasons, the purpose of this research is to compare the science curriculum of Finland, Hong Kong, Korea and Singapore, which have shown success in international tests on science with science curriculum of Turkey. The data needed for the research has been obtained using "document analysis method". Science curriculums were investigated by considering the elements of objective, content, teaching-learning process and evaluation process. According to some results obtained from the research; in the upper grades of Finnish basic education, there is not a single and integrated science lesson and curriculums are prepared for each science branch separately. So separate curriculum has been prepared for each science branch. The objectives of Korean curriculum are quite general and when objectives are taken into consideration, the most detailed one is Turkish science curriculum. The content of science curriculums in Hong Kong, Korea, Singapore and Turkey generally includes research, inquiry, and implementation related to situations in daily life. However, the subject contents of the Finnish science curricula are presented directly. Learning-teaching process is mentioned in the very general sense in Finnish science curriculum. The curriculum in which learning and teaching process is explained in the most detailed way is Hong Kong science curriculum. The curriculums of Hong Kong, Korea and Singapore generally focus on projects and portfolio evaluations. Finnish science curriculum is also the curriculum which is presented in the most general sense in terms of assessment and evaluation.
format	article
author	Hatice GÜZEL Nilüfer CERİT BERBER
author_facet	Hatice GÜZEL Nilüfer CERİT BERBER
author_sort	Hatice GÜZEL
title	COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
title_short	COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
title_full	COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
title_fullStr	COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
title_full_unstemmed	COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY
title_sort	comparati̇ve investi̇gati̇on of sci̇ence curri̇culums i̇n fi̇nland, hong kong, korea, si̇ngapore and turkey
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/68ae0bb120574ebfb093d7053005b3f4
work_keys_str_mv	AT haticeguzel comparativeinvestigationofsciencecurriculumsinfinlandhongkongkoreasingaporeandturkey AT niluferceritberber comparativeinvestigationofsciencecurriculumsinfinlandhongkongkoreasingaporeandturkey
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COMPARATİVE INVESTİGATİON OF SCİENCE CURRİCULUMS İN FİNLAND, HONG KONG, KOREA, SİNGAPORE AND TURKEY

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