The Science Curriculum in Primary and Lower Secondary Grades

Modern standards of general education require that students be equipped with knowledge and skills that will enable them to orient themselves amid the developing progress of mankind, use achievements of modern science, and become valuable members of society. Students should become active perceivers able to apply knowledge for professional success and for the public good.⁸

To fulfill the above-mentioned criteria, the teaching and learning process in the sciences should enable students to do the following:

Develop curiosity about the environment, scientific discoveries, and understanding the universe
Develop skills for basic scientific research and its application in diverse situations
Become aware of the interconnectedness of processes occurring in the universe
Become aware of the environment
Acquire independent critical reasoning and communication skills
Develop self-esteem, self-control, and skills for appreciating and sharing others’ opinions; be able to determine their own place in society
Prepare to live a healthy and safe life
Become aware of the role of science in the progress of humankind
Understand the significance of human collaboration for the progress of mankind

The focus on developing attitudes and skills through research and knowledge in science instruction and learning not only stems from modern pedagogical methodology but also heavily depends on Georgian classical didactics. According to Jacob Gogebashvili, known as the “father of the Georgian National School,” the main aim of teaching science is “to open for youth compassion for nature, [and] induce love for its investigation and its contemplation.”⁹ The curriculum states that the aim of teaching science is “to educate students about the basics of science, give them skills to perceive the universe, become involved in different areas of society, [and] take responsibility for self, society, and the environment.”¹⁰ The curriculum defines specific objectives in terms of knowledge, skills, and attitudes for each of the three levels of general education.

In terms of knowledge, general education in Georgia focuses on the following science topics: the living world and life processes; physical and chemical processes in the universe, Earth, and the environment; and principles of sustainable environmental development. Generally, science teaching and learning comprises interwoven domains, which aim to stimulate awareness of the connections among processes in the universe.

In primary education (Grades 1 to 6), science is divided into four domains: Living World (biology), Bodies and Phenomena (physics and chemistry), Earth and the Universe (geography and astronomy), and Mankind and the Environment (civil education). The domains Mankind and the Environment and Earth and the Universe are integrated into a life science course.

In basic education (Grades 7 to 9), science is subdivided into three domains: Living World (biology), Physical Phenomena (physics), and Chemical Phenomena (chemistry).

For each level of general education, the curriculum is narrowed down to specific content indicators, which students are expected to master by the end of each respective grade. Exhibit 2 outlines the indicators of content mastery in science for the fourth and eighth grades.

Exhibit 2: Science Indicators, Grades 4 and 8¹¹

Educational Level	Domain	Indicators
Grade 4	Living World	Describe the life cycle of certain organisms; discuss the significance of the adaptation of certain organisms
	Bodies and Phenomena	Distinguish heat conductors and insulators; describe the properties of magnets; describe the formation of sound and its sources
	Earth and the Universe	Describe certain geographic objects; discuss Earth’s form; describe the solar system
	Mankind and the Environment	Follow rules of personal and social hygiene; follow rules of safe behavior; follow basic rules of caring for the environment
Grade 8	Scientific Research	Determine research questions and research stages; carry out research procedures and report data; represent data using different modes of communication; conduct data analysis and evaluation
	Living World (Biology)	Describe anatomic and physiological properties of the human organism; provide arguments about the significance of regulated systems of the human organism; discuss the significance of homeostasis; discuss the characteristics of human reproduction and the developmental stages of the human embryo; discuss the significance of a healthy lifestyle for well-being
	Physical Phenomena (Physics)	Describe mechanics, power, and mechanical power; discuss the equilibrium of objects and describe the operational principles of simple mechanisms; research simple electric and magnetic phenomena; describe the aggregate states of the elements and the transition from one aggregate form to another; discuss the forms of energy and their sources
	Chemistry	Describe and compare elements, atoms, and molecules; classify elements and distinguish components in mixtures; develop simple formulas using valence and use the law of conservation of matter; describe different types of chemical reactions (e.g., compare burning and oxidizing processes); describe basic groups of nonorganic mixtures; describe elements using the periodic table of the elements; relate the properties of elements to electrical properties of atoms; relate geological transformations to physical and chemical phenomena

Subject mastery is far more effective when students are involved actively in observation and research, and when they are able to satisfy their own curiosity by examining educational materials, searching for information, working on visual aids, and participating in interactive learning processes. Thus, in addition to theoretical knowledge, Georgia’s national curriculum in science focuses special attention on developing the following specific student skills:

Observation and description—Determining the characteristics of objects and phenomena using one’s senses and simple measuring devices
Accounting—Reporting and sketching observations
Classification—Grouping objects and phenomena according to their characteristics
Measurement and the use of quantities—Describing objects quantitatively, using measurement units, determining space-time relationships, and singling out variable characteristics
Communication—Using written and oral communication, graphs, tables, diagrams, and other means of presentation (including those involving technologies)
Observation and hypothesis formulation—Expressing suppositions concerning expected consequences
Planning—Determining a sequence of actions
Conducting experiments—Choosing methodology and collecting experimental data
Data interpretation—Analyzing and generalizing one’s own and others’ data
Creation and use of models—Modeling phenomena

The national curriculum also defines the following attitudes that science teaching should nurture in every student:

Curiosity in science subjects
Understanding the importance of science
Interest in scientific research and innovations
Desire to collaborate
Care and responsibility for the environment
Understanding the significance of a safe lifestyle