Research article | Open Access
International Journal of Life Science and Social Studies Education 2025, Vol. 3(1) 37-74
SCIM-C Strategy in the 2024 Life Science Course Curriculum
pp. 37 - 74 | DOI: https://doi.org/10.29329/ijlssse.2025.1291.02
Publish Date: December 31, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
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 The SCIM-C strategy was developed to help students make sense of historical documents and develop historical thinking skills.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.
Keywords: Life science course, 2024 life science course curriculum, SCIM-C strategy.
APA 7th edition
Deveci, F. (2025). SCIM-C Strategy in the 2024 Life Science Course Curriculum. International Journal of Life Science and Social Studies Education, 3(1), 37-74. https://doi.org/10.29329/ijlssse.2025.1291.02
Harvard
Deveci, F. (2025). SCIM-C Strategy in the 2024 Life Science Course Curriculum. International Journal of Life Science and Social Studies Education, 3(1), pp. 37-74.
Chicago 16th edition
Deveci, Fatma (2025). "SCIM-C Strategy in the 2024 Life Science Course Curriculum". International Journal of Life Science and Social Studies Education 3 (1):37-74. https://doi.org/10.29329/ijlssse.2025.1291.02
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