Teachers’ Perspectives on the Science Curriculum According to Tyler's Program Evaluation Approach

Abstract

This research aimed to evaluate the 6t grade Science Course (SC) curriculum based on Tyler's objective-based evaluation model according to teacher opinions. The study, which was designed as a case study within the scope of qualitative research approach, was attended by 30 Science Teachers (ST) working in schools affiliated to the Ministry of National Education (MoNE) and determined according to the convenience sampling method. The data were collected through a semi-structured interview form consisting of open-ended questions and subjected to descriptive data analysis. According to the findings, within the scope of the goal dimension of Tyler's model, teachers think that the SC outcomes are clear and understandable and contribute to students becoming science literate individuals. They expressed partially differentiated opinions about the relationship of SC with other curricula and the appropriateness of the outcomes to the level of the students. In the learning experiences dimension, the majority of teachers think that inquiry-based and student-centered teaching methods and techniques are adopted in the SC. On the other hand, they have partially differentiated opinions about the use of these methods and techniques in the lessons and their level of achievement of the outcomes. In the evaluation dimension, teachers presented differentiated views on whether the measurement and evaluation approach in the SC provides the quality of probe-assessment, the aspect of supporting learning, and whether it provides opportunities for process evaluations. Considering these findings, suggestions were presented for curriculum development experts, teachers and new science curriculum evaluation studies.