摘要：AbstractThe purpose of the current study is to determine the effects of physical and environmental conditions of schools, and the features of the class and teacher in the application process of Science and Technology curriculum of schools from different socioeconomic status (SES). The participants of the study composed of 2 schools with high SES, 2 with middle SES, and 2 with low SES, which were chosen via stratified sampling from Sakarya province central district elementary education schools that have low to middle, and high SES, and the directors and Science and Technology course instructors of that chosen schools. Qualitative data was acquired via the observations that were done in schools and classes, and from the interviews that were done with school directors and teachers. Acquired data was analyzed and following items were found: (1) In schools with high SES, having convenient opportunities provides advantages for the application of the science and technology curriculum. However, sometimes, courses are taught teacher centered because of crowded classes and time problems. (2) In schools with middle SES, science course is taught teacher centered because of the lack of laboratory, material insufficiency, and seating order in classes. (3) In schools with low SES, science course is taught teacher centered because of infrastructure insufficiency, high-class size, being not able to use laboratory, and material insufficiency.
