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This research aims to ascertain the extent of association between the secondary school physics course curriculum and real-life situations. The goal is to determine how well students can be prepared for life within the scope of this course. The research employed the document analysis method, one of the qualitative research methods. The data source for this research is the secondary school physics course curriculum (grades 9th through 12th), published by the Board of Education in 2018. The Secondary School Physics Curriculum was analyzed comprehensively and in detail using the content analysis method, specifically focusing on the 'Themes and Indicators Related to Relating the Science Course to Life.' The research examined the secondary school physics curriculum in two sections. In the first part, the 'Ministry of National Education Curriculum' and the 'Implementation of the Secondary Education Physics Course Curriculum' were scrutinized. In the second part, the achievements and explanations related to the units, subjects, and 'Relation to Life' under the 'Structure of the Secondary School Physics Course Curriculum' were examined. The research revealed a frequent emphasis on 'Relation to Life' in the secondary school physics curriculum. It can be asserted that the education of scientifically literate individuals is reinforced by emphasizing its connection to everyday life in the secondary school physics curriculum. The study has uncovered that the cultivation of critical thinking skills is promoted through tasks that require students to apply their physics knowledge to real-life problems. It can be stated that the physics program also aims to prevent possible learning difficulties in students by enabling them to discover that physics is a part of life.
Bezen et al. (Wed,) studied this question.
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