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Abstract
This study comparatively examines the science curricula of Germany, Ireland, and Türkiye within the scope of comparative education. Using document analysis as a qualitative research method, the study analyses the curricula in terms of aims, learning areas, learning outcomes, instructional strategies and assessment approaches. The analytical framework of the study was constructed through an integration of curriculum theory, comparative education perspectives, and a cognitive categorization approach adapted from Haladyna’s (1997) work. While Haladyna’s (1997) framework was originally developed for test item classification, it is employed in this study exclusively as an interpretive heuristic to categorize the cognitive demands reflected in curriculum outcomes. This adaptation serves as one component of a broader, multidimensional curriculum analysis, rather than a standalone theoretical framework, thereby ensuring a nuanced interpretation of pedagogical directives. Findings indicate that the science curricula of Germany and Ireland are structured around student-centered, inquiry-based and interdisciplinary approaches that support scientific process skills and higher-order thinking. In Türkiye, the curriculum emphasizes scientific literacy within a constructivist framework, while its implementation is shaped by a centralized governance structure and large-scale examination practices designed to ensure system-wide standardization. These differences are associated with curriculum design, educational governance, teacher roles and evaluation systems. The study offers comparative insights into curriculum reform, teacher development and science education policy.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2905
https://doi.org/10.29333/ejmste/19174
Publication date: 19 Aug 2026
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