Are Spatial and Systems Thinking Skills Identified in Turkish Primary Science Curriculum Enough for Geography Education?

Abstract

Today, individuals need a solid understanding of how earth as a system works in order to understand and develop
solutions for science-based issues affecting societies on a global scale such as natural disasters, global warming or
COVID-19 pandemic. Humans also deliberate space investigations, such as interplanetary travels and life in space.
Therefore, it is necessary to develop new skills to meet the requirements of the current world order overcome this kind
of issues through science and geography education. Spatial and systems thinking skills are two of 21st century skills in
teaching and learning science-related topics. The study purposes to examine current Turkish primary science
curriculum regarding these skills. Document analysis method of qualitative research design was implemented in the
study. Emergent qualitative analysis methods of content analysis and open coding were used. It is sought to analyze the
research literature on geography education in order to delineate competences necessary for understanding societal
problems related to earth science and astronomy-based physics units considering Turkish primary science curriculum
framework. The findings of the study showed that the competences spatial and systems thinking skills should be more
integral part of science curricula. Especially for spatial thinking skills, educators and policy makers should reconsider
the learning objectives in primary science curriculum framework. In conclusion, the results indicated that spatial and
systems thinking skills were partially acquired in the curricula. Some units should be clarified and enhanced depend
on spatial thinking abilities, systems thinking abilities or both of them.