Comparative analysis of science education systems of Turkey and Canada [Türkiye i̇le Kanada fen eǧitiminin kargılagtırmalı olarak Gncelenmesi]

Abstract

This study was aimed to examine the similarities and the differences between the science education systems and the science and technology programs of 6th-8th grades of elementary schools of Turkey and Canada (Ontario). Comparisons for Turkey and Canada (Ontario) science education systems were made in terms of "the aims". The similarities and the differences between Turkey, 2005 Science and Technology Program (TSTP) and Ontario1998, Science and Technology Curriculum (OSTC) were analyzed with respect to structure, strands and the units and the grade level, content, student achievements of unit of "Light" (TSTP) and "Optics" (OSTC). According to the comparison results main differences were; TSTP was a document of 412 pages and OSTC was a document of 110 pages, TSTP was more detailed according to OSTC. TSTC had 7 strands, OSTC had 5 strands. While TSTP units were designed spirally for each grade, OSTC units were not designed spirally. There were differences in the grade level, content and the student achievements of unit of "Light" (TSTP) and "Optics" (OSTC). Beside these differences, there were similarities between TSTP and OSTC in adopting of constructivist approach, student-centered teaching, the vision of scientific literacy, the importance of scientific process skills and relationship of Science-Technology-Society-Environment, teaching of how to use technology and knowledge, importance of students' differences.