COMPARISON OF LIFE SCIENCE* CURRICULA DEVELOPED IN 2009, 2015, 2017 REGARDING CREATIVE THINKING
Life science, It can be regarded as a main course that makes it easier for the child to observe the environment and to adapt to life by putting the whole environment around and putting the curiosity at the forefront. Curricula are made for catching the best in their own time conditions. The purpose of this study is based on comparing life science curricula developed in 2009, 2015, 2017. In the current study, case study of qualitative method was used with document analysis. In the research, criteria sampling method is used as the basis of the objective sampling types. Guidance of curricula developed in 2009, 2015, 2017 which issued by the Minister of Education, were accepted as a data set. 2009, 2015 and 2017 Life Science curricula, was explored related to vision, basic characteristics of curricula, achievement, skill, value, basic principles of curricula, teaching-learning process dimensions. In general, it was revealed out curriculum from 2009 has more advanced findings of creative thinking than curricula from 2015, 2017 to foster children’s creative thinking skills. Curricula from 2015, 2017 have a lower effect and rare findings regarding creative thinking in the context of life science course. Based on the results of the current research, the following suggestions can be told: Depending on teachers’ own initiatives, teachers use teaching method techniques to be more creative for students to have fun learning during the lesson and to formulate creative thinking in the knowledge structuring. Various projects, in-service training for teachers can be arranged by the Ministry of National Education to reveal the creative thoughts of the students.

Keywords
Life science course, life science curriculum, creative thinking