Research Information System
12th International New York Congress of Academic Studies in Social, Human, Administrative and Educational Sciences, New York, United States Of America, 20 - 22 January 2025, pp.661-676, (Full Text)
The effective integration of scientific knowledge into the educational process requires its adaptation to students’ cognitive levels. This process involves restructuring information based on pedagogical principles and aligning it with the learning environment. The Theory of Didactical Transposition serves as a significant theoretical framework, addressing the transformation of scientific knowledge into teachable content. It also explains the reconstruction of knowledge to meet contemporary needs and its adaptation to student-centered learning environments. Sustainability, an essential component of science education, encourages individuals to consider how present needs can be met without compromising future generations' ability to meet their own needs. A review of the updated Science Curriculum developed under the Maarif Model reveals an increased emphasis on topics such as recycling, zero waste, climate change, energy conservation, renewable energy sources, ecological footprints, water conservation, and organic farming. Textbooks, as both guides and resources for teachers, hold significant potential to influence educational quality. This study aims to analyze the Sustainable Living and Recycling Unit included in the science curriculum, updated under the Türkiye Yüzyılı Maarif Model, in terms of its learning outcomes, process components, and instructional activities. The analysis is conducted within the Theory of Didactical Transposition framework, using the corresponding textbook as a primary resource. The study employed document analysis, a qualitative research method, and examined the content of the Sustainable Living and Recycling Unit in the updated 5th-grade science textbook through content analysis. Learning activities, outcomes, and process components were evaluated within the context of the curriculum’s outlined skills. The findings suggest that the unit adopts a student-centered approach, effectively integrates technology, and includes activities designed to develop students’ scientific process skills. However, the evaluation processes were found to lack comprehensiveness, and activities aimed at fostering higher-order thinking skills were insufficient. From the Theory of Didactical Transposition perspective, while the scientific knowledge in the unit was aligned with students’ real-world experiences, there were shortcomings in concretizing abstract concepts in some instances.