Abstract:
The purpose of this study was to investigate the current science and technology curriculum for the balance of scientific literacy (SL) aspects and its potential to educate scientifically literate citizens. Human body system unit of current science curriculum was investigated to see whether scientific literacy aspects were reflected sufficiently to meet the needs of students. Specifically the objectives and activities for 6th and 7th grades were analyzed. The framework used by BouJauode (2002) was utilized to find out the potential of the curriculum to make students scientifically literate in terms of its four aspects. The four characteristics used by BouJauode (2002) to evaluate the curriculum were knowledge of science (Aspect 1), investigative nature of science (Aspect 2), science as a way of knowing (Aspect 3), and interaction of science, technology and society (Aspect 4). It was found that general objectives of science curriculum were mostly focus on the knowledge of science aspect of scientific literacy. Moreover, it was found that the investigative nature of science was stressed overwhelmingly over other aspects in the activity part. Throughout the two parts science as a way of knowing aspect was almost missing. Overall, the findings raised the concerns about unbalanced curriculum to educate scientifically literate students
