Examination of The Sequence of Physics and Chemistry Topics Which Constitute the Basis of Biology in Secondary Education Curriculum

Since any discipline cannot be completely independent of others, biology cannot be independent of physics or Chemistry. The subjects and concepts in biology are undoubtedly related to many other fields. In secondary education, biology is especially related with physics and chemistry. Physics and chemistry, which are prerequisites for a better understanding of biology, should be given just before the relevant topic in biology. The main purpose of this study is to examine whether the knowledge and skills related to physics and chemistry concepts which are prerequisites for learning the concepts of biology are sequencing in the program, and to present some conclusions that reveal the relationship between physics and chemistry topics and the concepts of secondary education biology program. In this study, document analysis method was used from qualitative research methods. In order to understand the subjects and concepts included in secondary biology program, two researchers with more than 15 years of experience in the field of biology education have identified the subjects and concepts of physics and chemistry, which may be necessary preconditions for understanding the subjects and concepts in secondary biology program, and their sequencing on the basis of class and unit. According to the findings obtained from the study, physics and chemistry subjects, which are pre-requisites for half of the subjects or concepts in biology, come later in the biology program. This prevents full learning of the subjects, leads to many misconceptions of concepts, makes it difficult for students to relate to other subjects and makes it difficult for them to relate to daily life