DOI: 10.16986/hunefd.1829305 ISSN: 2536-4758

A Comparative Analysis of the Argumentative Characteristics of the 2018 and 2024 TYMM Science Curriculum Learning Outcomes

Tuncay Özsevgeç, Azra Hacıoğlu, Aleyna Öztürk, Hasret Çakıcı
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The purpose of this study is to examine the argumentative characteristics of the learning outcomes included in the 2018 Science Curriculum and the 2024 Türkiye Century Maarif Model Science Curriculum at the 5th, 6th, 7th, and 8th grade levels, comparing them under different subheadings. To this end, the study was conducted using the document review method, one of the qualitative research methods. The study examined the suitability of the learning outcomes in the 2018 Science Curriculum and the 2024 Türkiye Century Maarif Model Science Curriculum for argumentation according to based on defined criteria. The findings show that 21.1% of the learning outcomes in the 2018 curriculum and 41.3% of the learning outcomes in the 2024 curriculum are suitable for argumentation. It is seen that the 2024 curriculum adopts a more effective approach to integrating argumentation into the teaching process compared to the 2018 curriculum. This change is aligned with the comprehensive skill domains articulated in the 2024 curriculum and demonstrates that the learning outcomes exhibit a strengthened capacity to support the development of the targeted integrated and higher-order skills. In the Science Curriculum, access to learning outcomes can be made more qualitative by deeply matching learning outcomes suitable for argumentation with skills at all grade levels, taking into account the developmental characteristics of students.The 2024 curriculum appears to adopt a more effective approach to integrating argumentation into the teaching process compared to the 2018 curriculum. This change is consistent with the broad skills areas included in the 2024 curriculum and demonstrates that the outcomes have become stronger in providing the targeted integrated and high-level skills. In the Science Curriculum, access to learning outcomes can be made more qualified by deeply matching the outcomes appropriate for argumentation with skills at all grade levels, taking into account the developmental characteristics of the students.

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