Analysis of science curriculum and textbooks in terms of sustainable development goals: a case study

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2019
Tatlılıoğlu, Eda
Education for Sustainable Development (ESD) will provide individuals to gain the perspectives of value, ethics, foreseen and long-term decision making on our future. Necessary knowledge and behavior related to Sustainable Development (SD) can be acquired with the help of education. Curriculum, on the other hand, can help students gain competences related to Sustainable Development Goals (SDGs) as well as guide them to achieve the goals of SD. Accordingly, equipping individuals of the future citizens with competences related to SDGs are important to handle challenges of global world. The purpose of the study is to investigate how SDGs considering SDGs relevant competences (Knowledge and understanding; Skills and applications; Values and attitudes) are addressed in Middle School Science Curriculum (2018) and Science Textbooks (from 5th to 8th grades). In the study, a qualitative case study was conducted. Content analysis was applied for the analysis of the objectives of Science Curriculum and document analysis was employed for the analysis of Science Textbooks from 5th to 8th grades to present how SDGs related objectives are addressed in the textbooks. According to the result of the study, there were reflected most of SDGs related objectives in 8th grade. There were founded at least 6 out of 17 SDGs in each grades.Moreover, Knowledge and understanding competence was founded dominant in the curriculum, while values and attitudes competence was addressed in only 7th and 8th grades. Considering SDGs in the three dimensions of SD, environmental dimension was stressed more in SDGs related objectives in the curriculum.