@article{article_1803756, title={THE HISTORICAL DEVELOPMENT OF THE LIFE SCIENCES LESSON IN TÜRKIYE}, journal={International Journal of Social And Humanities Sciences}, volume={9}, pages={67–80}, year={2025}, author={Arslan, Adem}, keywords={Life Sciences, Life Sciences Curriculum, Historical Process}, abstract={As one of the fundamental courses implemented at the primary school level in Turkey, the Life Sciences course aims to help students understand their environment, interact with society, and acquire life skills. The historical development of this course is noteworthy in that it reflects the transformation of educational policies and social dynamics in Turkey. From the proclamation of the Republic to the present day, the Life Sciences course has been revised and updated numerous times, both structurally and in terms of content. In the early years of the Republic, following the 1924 Unification of Education Law, educational programs were simplified, and the integration of the individual into society became a priority. In the 1926 and 1936 curricula, the information provided in fragmented form under such headings as "natural science," "health science," and "homeland science" in the first three years of primary school was integrated over time and formed the basis for the Life Sciences course. The 1948 Primary School Curriculum was one of the first programs to systematically define the Life Sciences course. In 1968, the program became more structured, emphasizing the individual’s responsibilities to themselves and society. This program was implemented for many years and strengthened the course’s value education function. The 1998 program was restructured in a studentcentered manner, in line with the EU harmonization process and contemporary pedagogical approaches. In this context, the Life Sciences course was restructured with a studentcentered approach, and course content was simplified to take into account students’ interests, needs, and developmental levels. The 2005 Life Sciences Curriculum stands out as the first program based on constructivist learning theory. With this program, the course was structured to emphasize process skills such as problemsolving, research, and observation, prioritizing active student participation. Values education was also explicitly emphasized in this program for the first time. The hours and content were simplified in the updates made in 2009 and 2015. The 2017 and 2018 curricula included greater emphasis on national, spiritual, and universal values. Finally, the Life Sciences curriculum was radically updated as part of the "Turkey Century Education Model," announced by the Ministry of National Education in 2024.Unlike previous programs, the new program adopted a "VirtueValueAction"based structure, aiming to translate values into behavior. Furthermore, the objectives specific to each grade level were reorganized, and a studentcentered, holistic approach, tailored to the needs of the times, was introduced. This historical process demonstrates that the Life Sciences course has been continuously updated in line with social developments, educational policies, and pedagogical approaches in Turkey, and has remained a fundamental cornerstone of the education system.}, number={2}, publisher={Tuncay AYDEMİR}