Comparison of Teachers and Expert Evaluations for Science Curriculum in Terms of Current Trends

In this study, it is aimed to compare teachers and expert evaluations about renewed science education programs in terms of current and adopted trends in science education such as STEM, Career Awareness and Entrepreneurship. Phenomenology design was used in the study. The research data were collected from four field experts and four science teachers in the 2018-2019 academic years. Semi-structured interview was used for data collection. Codes from the data analyzed by content analysis and some main and subcategories that combine these codes have been created. Then, expert and teacher evaluations were compared over these categories and related data. According to the research findings; it was found that there was no agreement between the opinions of the experts and teachers. Experts consider that the program meets sufficiently science literacy, scientific process skills and sustainable development trends, but meets STEM and career awareness and entrepreneurship trends relatively low levels. Teachers with more negative evaluations; believes that with a lower level in science literacy and sustainable development trends; program meets the scientific process skills, STEM, career awareness and entrepreneurship trends in an insufficient level. Considering these results, it can be said that teachers need more guiding in terms of current trends in the program. In addition, it is important that some of the trends considered adequate by the experts are considered as insufficient by the teachers, and that the provision of the program in the field should be taken into consideration in the program development process