Specification of Key Competencies for Eight Graders in Science: Conformity with of Science Curriculum Requirements in Iran

This study focuses on the specification of learning outcomes in science education that is considered as a crucial phase in curriculum development. To achieve aim, a systematic review was conducted on three categories of references; including international agencies on science education, science curricula, and large-scale assessment on science; and 22 competencies were extracted. The extracted competencies were categorized into 5 groups: knowledge and applied, higher order thinking, using models and charts, scientific inquiry and attitude competencies. In the next step, these groups were reviewed according to the emphases in science curriculum of Iran. The results showed that although several competencies under study were highlighted in science curriculum of Iran, 11 competencies were not. These competencies included using of science in real world, knowing of application of scientific instruments, and doing mathematics operations, in knowledge and applied competencies; integrating of knowledge, scientific explaining of natural phenomena, and criticizing of methods and performance of others, in higher-order thinking competencies; using of models, in using models and charts competencies; evaluating evidence and scientific reasoning, in scientific inquiry competencies; and supporting of inquiry and viewing skepticism of science in attitude competencies. According to the obtained results, the authors are recommended to attend to theses competencies throughout the process of improving the science curriculum.