The Fourth Industrial Revolution, caused by technological developments in recent years, has affected education processes as well as in all areas of life, and the concept of Education 4.0, which is expressed as the reflection of Industry 4.0 in the field of education, has emerged. One of the most important steps to ensure that science learning processes, which are among the main areas of educational activities, are compatible with these transformations is to train future science teachers in accordance with these processes. There are 8 transformation points within the scope of the Education 4.0 global framework recommended by the World Economic Forum in 2020. The main purpose of this study is to reveal the adequacy of the science teaching undergraduate program curriculum regarding these transformation points, which was put forward by the Council of Higher Education in our country in 2018. Within the scope of the study, the courses within the scope of Education 4.0 transformations in the plan were investigated by using the relevant teaching plan document analysis method. As a result of the study, it was shown that nearly half of the courses in the curriculum contained content related to Education 4.0 transformations. In addition, within the scope of the study, the contents of these transformation points were also revealed in which courses they were included. In order to comply with Education 4.0 processes, it has been suggested that some critical courses in the elective course group should be included in the scope of compulsory courses.
Science Teaching, Education 4.0, Teaching Plan, Education 4.0 Transformations