Comparative Analysis of Science Education Curricula in Germany, Ireland and Türkiye

This study/dataset provides a comprehensive comparative analysis of secondary school science education curricula across three national contexts: Germany (Bavaria), Ireland, and Türkiye. Using Basil Bernstein’s (2000) theory of pedagogic codes - specifically the concepts of classification and framing - the research explores how national educational priorities shape the architecture of science education. The analysis focuses on five key curricular dimensions: Educational Objectives and Visions: The underlying philosophies and targeted student profiles. Learning Areas and Content: The structural organization of scientific knowledge. Pedagogical Strategies: The framing of teacher-student interactions and instructional methods. Cognitive Demands: An analysis of learning outcomes based on Haladyna’s cognitive levels taxonomy. Assessment and Evaluation: National approaches to measuring student achievement. The research employs a qualitative comparative document analysis method, with data processed and coded using MAXQDA 24 software. This work contributes to the field of international comparative education by identifying unique pedagogic configurations and discussing the implications of "strong" vs. "weak" framing on teacher autonomy and classroom practice.