View in EDS

Examination of the Secondary School Science Curriculum in Türkiye in Terms of Balance Principle

Saved in:
Bibliographic Details
Title: Examination of the Secondary School Science Curriculum in Türkiye in Terms of Balance Principle
Language: English
Authors: Gürbüz Ocak, Burak Olur, Mustafa Enes Tepe
Source: African Educational Research Journal. 2025 13(2):245-257.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Grade 7
Junior High Schools
Grade 8
Descriptors: Foreign Countries, Science Curriculum, Secondary School Science, Student Centered Learning, Curriculum Design, Curriculum Implementation, Experiential Learning, Teacher Attitudes, Grade 5, Grade 6, Grade 7, Grade 8, Course Content, Student Needs, Educational Innovation
Geographic Terms: Turkey
ISSN: 2354-2160
Abstract: 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 It is seen that the harmony between being open to innovations and traditional knowledge in the curriculum has been replaced by an instructional design based on the subject logic.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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475968
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475968
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1475968
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examination of the Secondary School Science Curriculum in Türkiye in Terms of Balance Principle
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gürbüz+Ocak%22">Gürbüz Ocak</searchLink><br /><searchLink fieldCode="AR" term="%22Burak+Olur%22">Burak Olur</searchLink><br /><searchLink fieldCode="AR" term="%22Mustafa+Enes+Tepe%22">Mustafa Enes Tepe</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22African+Educational+Research+Journal%22"><i>African Educational Research Journal</i></searchLink>. 2025 13(2):245-257.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2354-2160
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475968
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475968
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 245
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Science Curriculum
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Examination of the Secondary School Science Curriculum in Türkiye in Terms of Balance Principle
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gürbüz Ocak
      – PersonEntity:
          Name:
            NameFull: Burak Olur
      – PersonEntity:
          Name:
            NameFull: Mustafa Enes Tepe
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2354-2160
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: African Educational Research Journal
              Type: main
ResultId 1