This study aimed to investigate the science curriculum of 2018 for Turkey according to the Turkish Qualifications and European Qualifications Framework. Document analysis, which is one of the qualitative research approaches, was used in the research process. While collecting the data, the science curriculum of 2018 for Turkey was examined comprehensively and sub-lists were created in various categories (viz. both at the grade level and at the level of acquisitions) to ensure uniformity in the research process. Afterward, coding was carried out by checking each acquisition to specify their suitability to one of the eight key competency levels previously specified. Descriptive and content analysis were used while analyzing the data. As a result of the study, it was seen that the special objectives of the curriculum and the field-specific skills were not distributed in a balanced way in terms of key competencies. In addition, it was determined that the digital competence field was not adequately covered at the level of skills and acquisitions. These competencies are not able to adequately meet the needs of the curriculum of other subjects. At this point, it can be suggested to organize key competencies according to the related subjects.
Cite this article as: Yılmaz, A., & Salman, M. (2020). An investigation of the science curriculum in terms of the European qualifications and Turkish qualifications framework. HAYEF: Journal of Education, 19(1), 30-43.