What do Teachers Say about Inclusion of Epidemic Diseases in the Science Curriculum?

Aynur Cevik, Sibel Saracoglu, Hasan Kaya
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Abstract


This study was carried out to determine the views of science teachers about the inclusion of epidemic diseases in science curriculum. Phenomenology, one of the qualitative research designs, was used as the research design in the study. The study group consists of six science teachers who have at least five years of experience and have participated in the development of science curriculum in previous years. A semi-structured interview form consisting of five questions, whose content validity was provided by taking expert opinion, was used as a data collection tool. Code, category and themes were created by analyzing the content of the teachers’ opinions. As a result of the study, inclusion of epidemic diseases, which has become a current topic all around the world, into the science curriculum; reasons, advantages and disadvantages, class level, achievements that can be included in the program were evaluated according to the views of science teachers in terms of teaching methods-techniques and materials also it was emphasized that the subject of epidemic diseases should be included in the science course curriculum. Suggestions that in line with the findings of the research were made to the developers of the science course curriculum and researchers.

Keywords


Covid-19; Epidemic diseases; Pandemic; Science teaching program; Teacher opinion; Socio-scientific topic

References


Cevik, A., Saracoglu, S. & Kaya. H. (2022). What do teachers say about inclusion of epidemic diseases in the science curriculum? Journal of Education in Science, Environment and Health (JESEH), 8(2), 98-113.


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