A comparative examination of life science course curricula implemented in different countries contributes to understanding similarities and differences in educational approaches and provides guidance for curriculum development. This study aims to comparatively examine the 2018 Türkiye and 2021 Turkmenistan life science course curricula. The study was conducted using a qualitative case study design. Life science curricula of the two countries constituted the data source, and the data were analyzed through document analysis. Findings indicate that while the program approach is explicitly included in the Türkiye Life Science Course Curriculum [TRLSCC], it is not included in the Turkmenistan Life Science Course Curriculum [TKMLSCC]. The objectives are structured more comprehensively in the Türkiye curriculum, whereas in the Turkmenistan curriculum they are mainly organized around healthy and safe living. In terms of learning outcomes, skills, values, and concepts, the Türkiye curriculum presents a denser structure. These elements in Türkiye curriculum emphasize individuals’ multidimensional development, cultural identity awareness, and active participation in social life, while in Turkmenistan curriculum they focus on health, safety, and compliance with social rules. Explanations of the teaching-learning process, including specific days and weeks, are included in the Türkiye curriculum but not in the Turkmenistan curriculum. Although activity examples are not directly included, detailed activity explanations are provided in Turkmenistan teacher’s guidebook. In the assessment dimension, Türkiye curriculum adopts a process-based and flexible approach, whereas Turkmenistan curriculum adopts a grade- and portfolio-based approach. It is recommended that content supporting early entrepreneurship awareness be integrated into both countries’ life science curricula.

The importance of accessing primary sources in order to shed light on history brings the SCIM-C strategy to the forefront. The SCIM-C strategy was developed to help students make sense of historical documents and develop historical thinking skills. It can be stated that the use of the SCIM-C strategy enables students to access information from primary sources, enhances their historical thinking skills, contributes to their critical and structured thinking, and particularly facilitates the interpretation of historical materials for students whose abstract thinking skills are not yet sufficiently developed. For students in the first three grades of primary school, where abstract thinking skills are still in the developmental stage, the use of the SCIM-C strategy may be significant in fostering the understanding of historical materials, accessing information from primary sources, and developing historical, critical, and structured thinking skills within the scope of the life science course. In this context, it is considered that the SCIM-C strategy can be used in achieving the learning outcomes of the life science course. Determining in which learning outcomes of the 2024 life science curriculum and how the SCIM-C strategy can be used constitutes the aim of this study. A qualitative research method was adopted in the study, and document analysis was employed. The data source of the research consisted of the 2024 life science curriculum. The data were analyzed by following the steps of document analysis. As a result of the study, it was determined that the SCIM-C strategy can be used in the learning areas of the life science course at the 1st, 2nd, and 3rd grade levels. It was identified that the strategy can be used in 7 learning outcomes at the 1st grade level, 10 at the 2nd grade level, and 11 at the 3rd grade level. It was observed that the learning area in which the SCIM-C strategy can be used most extensively is “My Place and My Country.” Accordingly, it may be recommended to utilize the SCIM-C strategy particularly in the “My Place and My Country” learning area.

Biomimicry (imitation of life) technique, as it involves the process of developing designs inspired by nature, may enable students to use their scientific process skills, acquire knowledge from different disciplines, and develop environmental awareness. Life science course, taught in the first three years of primary school, plays an important role in equipping children with the knowledge, skills, values, attitudes, and habits necessary for their adaptation to natural and social environment. The fact that part of the content of the life science is derived from the field of science demonstrates the course’s relationship with nature. In this context, it is considered that the biomimicry technique can be utilized in the learning outcomes of the life science course. Determining in which learning outcomes of 2024 life science curriculum the biomimicry technique can be utilized and how it can be applied constitutes the aim of this study. In this study, a qualitative research method was adopted and document analysis model was employed. Data source of research was the 2024 life science course curriculum, which was analyzed by following the steps of document analysis. As a result of the study, it was determined that the biomimicry technique can be utilized in all learning domains at the 1st, 2nd, and 3rd grade levels of the life science course. The “Nature and Environment” learning domain is the area in which the biomimicry technique can be utilized most extensively. It can be recommended that biomimicry technique be particularly utilized in science-related learning outcomes of life science course.