42 Socialinis ugdymas / 2021, t. 55, Nr. 1 ISSN 1392-9569 (Print) ISSN 2351-6011 (Online) https://doi.org/10.15823/su.2021.55.3 Socialinis ugdymas / Social education 2021, t. 55, Nr. 1, p. 42–58 / Vol. 55, No. 1, pp. 42–58, 2021 Science Curriculum in Turkey from 21 ST Century Skills’ Perspective 1 Mustafa Doğru 1 , Melahat Çelik 2 , Gülşah Yildirim Kirbaci 3 1  Akdeniz University, Faculty of Education, Math and Science Education Institute, Science Education Department, Antalya, mustafadogru@akdeniz.edu.tr 2  Akdeniz University, Faculty of Education, Math and Science Education Institute, Science Education Department, Antaly, melahat.celik.514@gmail.com 3  Akdeniz University, Faculty of Education, Math and Science Education Institute, Science Education Department, Antaly, gulsahyildirimtr@gmail.com Abstract. Te purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017, and 2018) in terms of 21 st -century skills. For this purpose, document analysis, one of the qualitative research methods, was used. Te study’s documents consist of the science curriculums of 2005, 2013, 2017, and 2018. Descriptive analysis was used in the analysis. Te study results were grouped under four themes, involving how 21 st -century skills are covered in science curriculums’ 1) objectives, 2) vision and competences, 3) feld-specifc skills, and 4) measurement and evaluation approaches. It has been found that the objectives, vision and competences, and feld-specifc skills of all curriculums include 21 st -century learning and in- novation skills; information, media, and technology skills; and life and career skills. Regarding curriculums’ measurement and evaluation approaches, information, media, and technology skills are not included in the 2017 and 2018 curriculums, whereas all these skills are included in the 2005 and 2013 curriculums. Keywords: 21 st century skills, primary school science curriculum, learning and innovation skills, information, media and technology skills, life and career skills. Introduction People felt the need to transfer their experience and knowledge gained throughout history to future generations and made eforts in this direction. Tis need for experi- 1  Tis article is a revised and expanded version of the paper presented in International Conference Inclusive Education for Child’s Success 21–22 th December 2020, Vilnius, Lithuania.