Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RESEARCH METHODS in EDUCATION | İM2115755 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | This course aims to provide knowledge and skills related to quantitative approaches and methods, qualitative approaches and methods, and mixed approaches and methods in the field of education. |
| Course Content | This course contains; scientific research , definitions,problem statement in educational research studies,paradigms and educationaş research methods,choosing research participants in educational research studies,data collection techniques 1(quantitative),data collection techniques (qualitative),data analyisis 1 (quantitative),data analysis 2 (qualitative),coding systems,access to scientific references and data bases,validity and reliability,action research,writing reports,writing research proposal. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the basic concepts and principles related to research methods. | 16 | A, C, E |
| Defines quantitative, qualitative and mixed research designs. | 16 | A, C, E |
| Analyzes scientific researches according to basic paradigms; | 16 | A, C, E |
| Compares quantitative research methods with each other according to their characteristics. | 16 | A, E |
| Compares qualitative research methods with each other according to their characteristics. | 16 | A, C, E |
| Comprehends sampling methods. | 10, 13, 16, 9 | A, C |
| Realizes the advantages and disadvantages of sampling methods. | 10, 12, 13, 9 | A, C |
| Explains the general features of data collection tools. | 10, 12, 13, 9 | A, C |
| Recognize the basic statistical analyzes used in quantitative research. | 10, 12, 13, 9 | A, C |
| Recognizes the basic data analysis techniques used in qualitative research. | 10, 12, 13, 9 | A, C |
| Reports scientific research results according to general rules. | 10, 12, 13, 16, 9 | A, C |
| Evaluates research processes. (recognizing the problem, identifying the problem and sample, collecting and analyzing data, interpreting the results) | 10, 12, 13, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | scientific research , definitions | The relevant section is read from the source books and researched. |
| 2 | problem statement in educational research studies | The relevant section is read from the source books and researched. |
| 3 | paradigms and educationaş research methods | The relevant section is read from the source books and researched. |
| 4 | choosing research participants in educational research studies | The relevant section is read from the source books and researched. |
| 5 | data collection techniques 1(quantitative) | The relevant section is read from the source books and researched. |
| 6 | data collection techniques (qualitative) | The relevant section is read from the source books and researched. |
| 7 | data analyisis 1 (quantitative) | The relevant section is read from the source books and researched. |
| 8 | data analysis 2 (qualitative) | The relevant section is read from the source books and researched. |
| 9 | coding systems | The relevant section is read from the source books and researched. |
| 10 | access to scientific references and data bases | The relevant section is read from the source books and researched. |
| 11 | validity and reliability | The relevant section is read from the source books and researched. |
| 12 | action research | The relevant section is read from the source books and researched. |
| 13 | writing reports | The relevant section is read from the source books and researched. |
| 14 | writing research proposal | examine sample proposal |
| Resources |
| Karasar, N. (2016). Bilimsel Araştırma Yöntemi. Nobel Yayıncılık. Büyüköztürk vd. (2021). Bilimsel Araştırma Yöntemleri. Pegem Akademi |
| Lecture notes to be shared by the lecturer |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 20 | 20 | |||
| Quiz | 1 | 15 | 15 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RESEARCH METHODS in EDUCATION | İM2115755 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | This course aims to provide knowledge and skills related to quantitative approaches and methods, qualitative approaches and methods, and mixed approaches and methods in the field of education. |
| Course Content | This course contains; scientific research , definitions,problem statement in educational research studies,paradigms and educationaş research methods,choosing research participants in educational research studies,data collection techniques 1(quantitative),data collection techniques (qualitative),data analyisis 1 (quantitative),data analysis 2 (qualitative),coding systems,access to scientific references and data bases,validity and reliability,action research,writing reports,writing research proposal. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the basic concepts and principles related to research methods. | 16 | A, C, E |
| Defines quantitative, qualitative and mixed research designs. | 16 | A, C, E |
| Analyzes scientific researches according to basic paradigms; | 16 | A, C, E |
| Compares quantitative research methods with each other according to their characteristics. | 16 | A, E |
| Compares qualitative research methods with each other according to their characteristics. | 16 | A, C, E |
| Comprehends sampling methods. | 10, 13, 16, 9 | A, C |
| Realizes the advantages and disadvantages of sampling methods. | 10, 12, 13, 9 | A, C |
| Explains the general features of data collection tools. | 10, 12, 13, 9 | A, C |
| Recognize the basic statistical analyzes used in quantitative research. | 10, 12, 13, 9 | A, C |
| Recognizes the basic data analysis techniques used in qualitative research. | 10, 12, 13, 9 | A, C |
| Reports scientific research results according to general rules. | 10, 12, 13, 16, 9 | A, C |
| Evaluates research processes. (recognizing the problem, identifying the problem and sample, collecting and analyzing data, interpreting the results) | 10, 12, 13, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | scientific research , definitions | The relevant section is read from the source books and researched. |
| 2 | problem statement in educational research studies | The relevant section is read from the source books and researched. |
| 3 | paradigms and educationaş research methods | The relevant section is read from the source books and researched. |
| 4 | choosing research participants in educational research studies | The relevant section is read from the source books and researched. |
| 5 | data collection techniques 1(quantitative) | The relevant section is read from the source books and researched. |
| 6 | data collection techniques (qualitative) | The relevant section is read from the source books and researched. |
| 7 | data analyisis 1 (quantitative) | The relevant section is read from the source books and researched. |
| 8 | data analysis 2 (qualitative) | The relevant section is read from the source books and researched. |
| 9 | coding systems | The relevant section is read from the source books and researched. |
| 10 | access to scientific references and data bases | The relevant section is read from the source books and researched. |
| 11 | validity and reliability | The relevant section is read from the source books and researched. |
| 12 | action research | The relevant section is read from the source books and researched. |
| 13 | writing reports | The relevant section is read from the source books and researched. |
| 14 | writing research proposal | examine sample proposal |
| Resources |
| Karasar, N. (2016). Bilimsel Araştırma Yöntemi. Nobel Yayıncılık. Büyüköztürk vd. (2021). Bilimsel Araştırma Yöntemleri. Pegem Akademi |
| Lecture notes to be shared by the lecturer |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |