This research aims to compare physical events learning area acquisitions in primary school
science and technology curriculum and high school physics curriculum acquisitions in terms of scientific
literacy. For this purpose document analysis method was used. In this research, the aspects of scientific literacy
defined by Bou Joude were used to examine the aspects of scientific literacy in Physics Curriculum and Physical
Events Learning Area of Science and Technology Curriculum. These aspects are knowledge of science, the
investigative nature of science, science as a way of knowing and the interactions of science, technology and
society. Using these aspects, objectives in Physics Curriculum and Physical Events Learning Area of Science
and Technology Curriculum were coded. According to the results of this research, the aspect most emphasized is
the investigative nature of science and the aspect least emphasized is the science as a way of knowing both in the
Physics Curriculum and Physical Events Learning Area of Science and Technology Curriculum, There is a
balance amongst the aspects of science literacy neither in Physics Curriculum nor the Physical Events Learning
Area of Science and Technology Curriculum. This conclusion suggests that Physical Events Learning Area in
Primary School Science and Technology Curriculum, and Physics Curriculum cannot be enough to provide a
balanced development of aspects of scientific literacy for students.
Key words: scientific literacy, science and technology curriculum, physics curriculum
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