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The purpose of this study is to investigate the views of multigrade classroom teachers on life sciences curriculum. 5 males and 3 females, total of 8 multigrade classroom teachers participated in the study. Qualitative research design has been used in the research. Datum collected with focus-group interview methodology shaped with questions formulated around the themes „elements of the curriculum‟ and „problems and recommendations to the application of life sciences curriculum‟. According to the findings of the study, teachers stated that they have difficulties on implementing curriculum of life sciences and for * Yrd. Doç. Dr., Fırat Ü. Eğt. Fak. Eğt. Bil. Böl. El-mek: hkazu@firat.edu.tr ** Fırat Ü. Eğt. Bil. Ens. Eğt. Programları ve Öğretim ABD Yüksek Lisans Öğrencisi. El-mek: aslan.s1985@gmail.com 694 Hilal KAZU – Serkan ASLAN Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 7/2 Spring 2012 multigrade classes, a restructured curriculum is required. Finally, according to the findings of the study, suggestions made like: Gains of the life sciences curriculum should be restructured with conditions of the multigrade classrooms taken into account, contents of the life sciences curriculum should be re-established according to the requirements of the multigrade classrooms and in order to eliminate the adverse effects caused by grade differences in the classroom of the multigrade classrooms, appropriate measurement and evaluation tools and classroom activities should be designed.

Investigation of Views of Multigrade Classroom Teachers on Life Sciences Curriculum (A Qualitative Study)