Akademik Veri Yönetim Sistemi
The 16th Conference of the European Science Education Research Association (ESERA), Kobenhavn, Danimarka, 25 - 29 Ağustos 2025, ss.1-10, (Özet Bildiri)
The purpose of this study was to examine the interplay between the planned and enacted curricula in the context of a laboratory course designed for pre-service elementary science and physics teachers. For this purpose, a qualitative case study, more specifically, single-case with embedded units design, was adopted. Multiple data sources were used to define the planned and enacted curricula. Official documents released by the Ministry of National Education and the National Council of Higher Education, and syllabi of the laboratory courses were reviewed for the planned curriculum. Laboratory observations and semi-structured interviews were used for the enacted curriculum. For the analysis, the planned and enacted curricula were examined in terms of four categories, which are type of activities, teaching methods, integration of science process skills (SPS), and safety issues. The findings showed that the planned and enacted curricula were not fully aligned, which means that some aspects remained consistent (type of activities, addressing SPS, and safety issues), whereas others (teaching methods and integration of SPS) diverged because of the laboratory- or student-related contextual factors. Considering that these discrepancies should be considered as opportunities to make necessary adaptations and enhance laboratory work, rather than deviations from the planned curriculum, curriculum design should allow for teacher agency and curriculum developers should take flexibility and modifications into consideration while planning and evaluating curricula.