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Alignment of the science curriculum with 21st-century educational goals: Teachers' evaluations

Melike Güzin Semercioğlu

Abstract

This study evaluates the alignment of the science curriculum in Turkey with 21st-century educational goals based on teachers' perspectives. Conducted using a qualitative case study method, structured interviews were held with 20 science teachers from various regions, and the data were analysed using descriptive and content analysis techniques. Findings indicate that the curriculum's dense learning objectives result in time constraints, while the lack of concrete materials and technological infrastructure adversely impacts learning processes. Additionally, limitations were identified in fostering critical thinking, problem-solving, and hands-on learning skills. Teachers emphasized the need for a simplified curriculum, more opportunities for practical learning, integration of digital tools, and professional development programs for teachers. In conclusion, making the curriculum more flexible, technology-driven, and tailored to individual needs is critical to equipping students with 21st-century skills.

Keywords: Science curriculum 21st-century skills Teachers' perspectives

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Alignment of the science curriculum with 21st-century educational goals: Teachers' evaluations

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