This paper is part of a qualitative study that has surveyed the content element of curriculum in science education of Iran and five other countries from a descriptive and a comparative view. Therefore, all the documents about the study topics that were available in Iran and the selected countries were gathered, described, interpreted, juxtaposed, and compared. The results showed that in studied countries, the selected content could be classified into four subjects including physics, chemistry, biology and health, and geology. In addition, the contents have been developed in three dimensions: knowledge, skills and attitudes. Although there were remarkable differences between Iran and the other countries in addressing skills and attitudes, the most significant commonality across the countries were obtaining technological scientific literacy, solving problem, reflecting, and nature discussions. The results also showed considerable similarities between science education contents of Iran and the other five countries. These similarities were mostly in the curriculums' written documents or intended documents. However, there is a considerable gap between our country and selected countries in science education which is needs serious consideration.

Keywords
Curriculum, Science Education, Public School