The book "Evaluation of Science Curricula" offers a comprehensive analysis of the Turkish primary school science curricula, particularly those from 2002 and 2004. It examines the impact of the curricula introduced in 2004 on students' performance in knowledge, conceptual understanding, and higher-order thinking skills. Additionally, it evaluates students' attitudes towards science and technology as well as the teaching activities of educators. The results indicate that there are no significant differences between the two curricula. This work is aimed at curriculum authors, textbook writers, science teachers, and educators, providing new approaches to assessing and measuring the cognitive and affective characteristics of learners.