An Investigation into the Similarities Regarding the Learning Gains of Nature of Science in Science Course Curricula in Turkey and New Zealand

Abstract

This study aims to investigate the similarities regarding the learning gains of “Nature of Science” in the Science course curricula between Turkey and New Zealand. In this study, the analytical approach used in the field of comparative education was utilized. The general survey model was used as a research model. As a data source, Science course curricula of New Zealand in 2007 and Science course curricula of Turkey in 2017 were used to find out the similarities regarding the learning gains. Data were analyzed using content analysis. The findings showed that the learning gains in the programs in Turkey and New Zealand were very similar (81.54%), particularly concerning expression, implication and emphasis. The similarity of the gains was determined by 15 science teachers’ opinions who were working in secondary schools of the Ministry of National Education in Turkey. Similarity ratios were calculated using the reliability coefficient calculation formula for each gain. As a result of the calculations, the gains that had a score of 70% or more were considered similar. The findings showed that 16 gains in terms of implication, one gain regarding expression, one gain concerning emphasis and one gain respecting both implication and expression in the Science course curricula were similar between Turkey and New Zealand.

Keywords

• science education
• nature of science
• learning gains
• new zealand
• turkey