This study aims to compare the 2018 and 2024 Social Studies Curricula from a history of science perspective. By analyzing the history of science outcomes, scope, depth and teaching methods of both curricula, the study examined the effects of the curriculum changes on the pedagogical strategies of history of science education. The research was conducted using a qualitative methodology and the curriculum documents published by the Ministry of National Education were evaluated through descriptive analysis. The findings show that the 2018 program focuses on the history of science with a more historical and descriptive approach, while the 2024 program adopts an interdisciplinary and analytical method. In the 2024 program, the use of contemporary teaching approaches such as inquiry-based and project-based learning as well as the use of digital tools came to the fore. In addition, the 2024 program expanded the history of science outcomes by including contemporary themes such as ethics, sustainability and social responsibility. The 2018 program, on the other hand, contributed to supporting the perception of role models in students by emphasizing individual achievements. In the study, it was suggested that the scope of history of science outcomes should be expanded, teaching materials should be enriched, interdisciplinary integration should be strengthened, and teachers should be supported with digital tools. These recommendations aim to make history of science education more effective and inclusive.
Keywords: Social studies teaching, history of science, social studies curriculum