To overcome the problems which emerge by reason of fast change experienced in the World, innovations are needed in education. In this context, improvement activity of curriculums in schools appears as an important work about education. Particularly developments in science and technology are consistent and depending on this, social needs are increasing and changing with every passing day. Accordingly, science literacy and science education have become more important. Particularly, radical changes were experienced in science education approaches in the last decade and improvement studies in the science curriculums of countries around the world have intensified. For these reasons, the purpose of this research is to compare the science curriculum of Finland, Hong Kong, Korea and Singapore, which have shown success in international tests on science with science curriculum of Turkey. The data needed for the research has been obtained using "document analysis method". Science curriculums were investigated by considering the elements of objective, content, teaching-learning process and evaluation process. According to some results obtained from the research; in the upper grades of Finnish basic education, there is not a single and integrated science lesson and curriculums are prepared for each science branch separately. So separate curriculum has been prepared for each science branch. The objectives of Korean curriculum are quite general and when objectives are taken into consideration, the most detailed one is Turkish science curriculum. The content of science curriculums in Hong Kong, Korea, Singapore and Turkey generally includes research, inquiry, and implementation related to situations in daily life. However, the subject contents of the Finnish science curricula are presented directly. Learning-teaching process is mentioned in the very general sense in Finnish science curriculum. The curriculum in which learning and teaching process is explained in the most detailed way is Hong Kong science curriculum. The curriculums of Hong Kong, Korea and Singapore generally focus on projects and portfolio evaluations. Finnish science curriculum is also the curriculum which is presented in the most general sense in terms of assessment and evaluation.
Science Teaching, Curriculum, Science Curriculum of Finland, Science Curriculum of Hong Kong, Scienc