The philosophy of education, known as a sub-discipline of philosophy, forms a basis for the curriculum, and can affect the decisions made in the teaching process. Philosophy interferes with science education in terms of its effort to reach knowledge. Therefore, it can be said that the relationship between science and educational philosophy is in an important position. In this respect, it was predicted that it would be beneficial to reveal the effect of educational philosophy, which is present in science teaching programs. In this respect, the aim of this study is to examine the science curriculum in terms of educational philosophy. Within the scope of the study, the content of the science curriculum was investigated by targeting the breeding, essentialism, progressivism and reconstruction currents of education philosophy. In the study, the data obtained as a result of scanning the curriculum and educational philosophy literature by using the document analysis method from qualitative research approaches were examined. The data sources of the study are the studies in the current science curriculum and the literature dealing with educational philosophy trends. The data obtained as a result of the document analysis were analyzed by using the descriptive content analysis method. As a result of the study, it was determined that the science curriculum was influenced by the progressivism and reconstructivism currents of the educational philosophy.
Keywords: Science education, educational philosophy, curriculum, philosophical movements