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Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

Year 2023, , 220 - 232, 24.03.2023
https://doi.org/10.24331/ijere.1228821

Abstract

In this study, it is aimed to determine the similarities and differences of both programs by analyzing physics subjects, vision, purpose, learning areas according to grade levels, units, course hours and number of learning outcomes in the context of physics learning area of secondary school science curriculums in Turkey and Canada (Ontario). In this research, the document analysis method, one of the qualitative research methods, was used. It has been seen that Turkey secondary school science curriculum aims to be expressed longer and more intensely than Canada (Ontario) secondary school science and technology curriculum, while spiral approach is used in Turkey science curriculum, modular approach is used in Canada (Ontario) science and technology curriculum. Both countries are similar to the vision of raising scientifically literate individuals. The Turkish science curriculum includes physics-containing Units, course hours and the number of learning outcomes numerically compared to the Canadian (Ontario) physics curriculum. Canada (Ontario) physics curriculum is completely associated with daily life in terms of learning outcomes compared to the Turkish physics curriculum.

References

  • Aydın Ceran, S. (2021). Present and future of science education in the context of 21st century skills: An analysis from the perspective of Turkey. Journal of Human and Social Science Researches, 10 (4), 3191- 3218. http://www.itobiad.com/tr/pub/issue/66167/908645

Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

Year 2023, , 220 - 232, 24.03.2023
https://doi.org/10.24331/ijere.1228821

Abstract

In this study, it is aimed to determine the similarities and differences of both programs by analyzing physics subjects, vision, purpose, learning areas according to grade levels, units, course hours and number of learning outcomes in the context of physics learning area of secondary school science curriculums in Turkey and Canada (Ontario). In this research, the document analysis method, one of the qualitative research methods, was used. It has been seen that Turkey secondary school science curriculum aims to be expressed longer and more intensely than Canada (Ontario) secondary school science and technology curriculum, while spiral approach is used in Turkey science curriculum, modular approach is used in Canada (Ontario) science and technology curriculum. Both countries are similar to the vision of raising scientifically literate individuals. The Turkish science curriculum includes physics-containing Units, course hours and the number of learning outcomes numerically compared to the Canadian (Ontario) physics curriculum. Canada (Ontario) physics curriculum is completely associated with daily life in terms of learning outcomes compared to the Turkish physics curriculum.

References

  • Aydın Ceran, S. (2021). Present and future of science education in the context of 21st century skills: An analysis from the perspective of Turkey. Journal of Human and Social Science Researches, 10 (4), 3191- 3218. http://www.itobiad.com/tr/pub/issue/66167/908645
There are 1 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ahmet Çoban

Mustafa Yılmazlar 0000-0003-0622-3355

Publication Date March 24, 2023
Published in Issue Year 2023

Cite

APA Çoban, A., & Yılmazlar, M. (2023). Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area. International Journal of Educational Research Review, 8(2), 220-232. https://doi.org/10.24331/ijere.1228821
AMA Çoban A, Yılmazlar M. Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area. IJERE. March 2023;8(2):220-232. doi:10.24331/ijere.1228821
Chicago Çoban, Ahmet, and Mustafa Yılmazlar. “Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area”. International Journal of Educational Research Review 8, no. 2 (March 2023): 220-32. https://doi.org/10.24331/ijere.1228821.
EndNote Çoban A, Yılmazlar M (March 1, 2023) Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area. International Journal of Educational Research Review 8 2 220–232.
IEEE A. Çoban and M. Yılmazlar, “Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area”, IJERE, vol. 8, no. 2, pp. 220–232, 2023, doi: 10.24331/ijere.1228821.
ISNAD Çoban, Ahmet - Yılmazlar, Mustafa. “Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area”. International Journal of Educational Research Review 8/2 (March 2023), 220-232. https://doi.org/10.24331/ijere.1228821.
JAMA Çoban A, Yılmazlar M. Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area. IJERE. 2023;8:220–232.
MLA Çoban, Ahmet and Mustafa Yılmazlar. “Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area”. International Journal of Educational Research Review, vol. 8, no. 2, 2023, pp. 220-32, doi:10.24331/ijere.1228821.
Vancouver Çoban A, Yılmazlar M. Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area. IJERE. 2023;8(2):220-32.

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