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Weighted kappa is applied to validate observation findings and control chance effects. The study finds no fully definable, complete balance; student-centered curriculum understanding is prioritized over subject-centered design. Learning areas highlight a stronger cognitive domain balance while customized education remains insufficient, and curricular implementation faces constraints in methods, interdisciplinary links, and learning transfer.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-of-the-secondary-school-science-curriculum-in-turkiye-in-terms-of-balance-principle/591345/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examination-of-the-secondary-school-science-curriculum-in-turkiye-in-terms-of-balance-principle/591345.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method and data sources were used to examine the balance principle?","Question",{"text":112,"@type":113},"The study used a case study design, analyzing data through teacher opinions, observation, and document analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was validity ensured for observation results?",{"text":117,"@type":113},"A weighted kappa coefficient was calculated to ensure validity and to purify results from chance factors.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall conclusion was reached about curriculum balance?",{"text":121,"@type":113},"A curriculum cannot be stated to be fully and definitively balanced; the balance concept is always incomplete in at least one aspect, with student-centered understanding taking priority.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591345,1792231310,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 13(2), pp. 245-257, June 2025 ISSN: 2354-2160  \nFull Length Research Paper  \nExamination of the secondary school science curriculum in Türkiye in terms of balance principle  \nGürbüz Ocak1, Burak Olur2* and Mustafa Enes Tepe1  \n1 Faculty of Education, Afyon Kocatepe University, Afyonkarahisar, Türkiye.  \n2 Faculty of Sport Sciences, Afyon Kocatepe University, Afyonkarahisar, Türkiye.  \nAccepted 30 May, 2025  \n\n| ABSTRACT\u003Cbr>In this study, which is aimed to investigate the balance principle of the secondary school science curriculum, a case study, one of the qualitative research methods, was employed. In the study, which was conducted by using case design, data analysis was performed by using teacher opinions, observation, and document analysis. The weighted kappa coefficient was calculated to ensure the validity of the observation results and to purify the results from the chance factor. It is not possible to make a definite definition of the balance principle and to state that a curriculum is in full balance. The concept of balance is always considered as an element that will be incomplete in one aspect. In this respect, it is concluded that student-centered curriculum understanding is in the forefront instead of subject-centered curriculum in the secondary school science curriculum, and it is compatible with student-society needs and width-depth element. In terms of learning areas, it was observed that the balance cognitive domain came to the forefront and the customized education dimension was lack. It is seen that the harmony between being open to innovations and traditional knowledge in the curriculum has been replaced by an instructional design based on the subject logic. In addition to general needs, suitable designs are applied successfully in situations requiring special needs. Similarly, it is seen that the curriculum has an adequate and balanced structure in terms of plans and measures to meet the needs of different students with academic development levels. For the implementation phase of the curriculum, it seen that different variables limit this dimension in terms of methods and techniques used. It has been observed that interdisciplinary harmony cannot be achieved with the connection established between past and present in relation to discipline and that students cannot demonstrate their expected transfer skills. It is thought that the lack of physical activity required by the students to transfer and internalize information is among the reasons for this situation. It was concluded that the opportunity to provide learning outside the classroom and the use of society as an educational laboratory was not included in the implementation of the curriculum .\u003Cbr>Keywords: Balance, curriculum, evaluation, science course. |\n| --- |\n| *Corresponding author. E-mail: [burakolur@gmail.com. Tel:](burakolur@gmail.com. Tel:) +90 444 03 03. |\n\nINTRODUCTION  \nAccording to the system approach in education, curriculum is among the main factors affecting productivity and main requirement input in education (Tan and Erdoğan, 2004) . In this context, according to Posner (1995), in order to assess the effectiveness of a curriculum implemented, the deficiencies and problems in the components of the curriculum should be determined based on a criterion.  \nThe balance is considered one of the important factors affecting the success of the curriculum . It is noted that curriculum must have a balance between subjects and activities, between academic and vocational education, between formal and informal education, between compulsory and optional subjects, between direct and indirect experiences, between social and individual aims,  \nAfr Educ Res J 246  \netc. (Moss, 2019) . Pawlas and Olivia (2007) stated that there should be a balance principle among the following aspects of the curriculum:  \n• Between general education and specialized education.  \n• Between academic and vocational aspects of the curri","cbCaifVE9nLkDBBC","https://ap.wps.com/l/cbCaifVE9nLkDBBC","pdf",314880,13,"English","# Introduction\n## Balance principle concepts in curriculum\n## Criteria for evaluating curriculum effectiveness","[{\"question\":\"What research method and data sources were used to examine the balance principle?\",\"answer\":\"The study used a case study design, analyzing data through teacher opinions, observation, and document analysis.\"},{\"question\":\"How was validity ensured for observation results?\",\"answer\":\"A weighted kappa coefficient was calculated to ensure validity and to purify results from chance factors.\"},{\"question\":\"What overall conclusion was reached about curriculum balance?\",\"answer\":\"A curriculum cannot be stated to be fully and definitively balanced; the balance concept is always incomplete in at least one aspect, with student-centered understanding taking priority.\"}]","Examination of the secondary school science curriculum in Türkiye in terms of balance principle | PDF",1792071645,33]