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Abstract


The Analysis of The Twelfth Grade Biology Lesson’s Curriculum
The purpose of this research is to determine teachers’ and students’ views on the 12th grade biology lesson curriculum that has been in practice since the 2011-2012 educational year. The research model is a descriptive survey method concerning learning the teachers’ and students’ views. The research was conducted in the 2011-2012 educational year with 107 biology teachers and 304 students from different high schools in Manisa. The questionnaire was designed by the researcher. The data were analyzed by finding the frequencies, percentages of items, and arithmetical means. Descriptive analysis was conducted for open-ended questions. As a result, gains were found to be clear, understandable and in accordance with social expectations and cultural values; the content of the curriculum was rather extensive, the course book was detailed, the lesson hours were inadequate according to the teachers and students. The problems in the arrangement of topics and the difficulties due to the detailed information and wide range of Latin concepts were emphasized. While the teachers regarded the assessment and evaluation activities of the curriculum as sufficient in terms of question examples and alternative assessment and evaluation techniques, the students considered them as poor and insufficient.

Keywords
Biology Teaching, Curriculum, Teachers’ Views, Students’ Views, High School, 12th Grade


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