DOES SCIENCE LITERACY COVER UNDERSTANDING? AN ANALYSIS OVER TURKISH EDUCATION CURRICULUM
ISMAIL YILMAZ

Abstract
This study covers whether science literacy is a semantic problem in terms of forming understanding; and its analysis in the context of the structure of scientific knowledge, the scientific structure of understanding and mental functions. This article will discuss science literacy but not focus on arguments as to what the topic and contents of science lessons should be. This article includes a scientific discussion on subjects and contents within the scope of Science literacy over the problem knowledge-data and Turkish national curriculum.

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