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Information
| Code | FDB1735 |
| Name | QUALITATIVE RESEARCH PATTERNS |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
Components of scientific research and theoretical frameworks are the initial topics that should be known for a research. It is important for the researcher to know the qualitative research paradigm, especially because of the situations arising from the nature of the theology field, as it can offer different perspectives for the phenomenon to be researched. In this context, it is the ultimate aim of this course to discuss qualitative research designs in a multidimensional way. Course Content: What is scientific research, components of scientific research, theoretical frameworks, nature of qualitative research, qualitative research designs.
Course Content
1- Recognize the basic components of research methodology. 2- Produces solutions to the problems in the field of theology within qualitative research patterns. 2- It carries the accumulation of the qualitative paradigm to the field of theology.
Course Precondition
There are no prerequisites
Resources
Ersoy, A. ve Saban, A. (2019). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık.
Notes
Charmaz, K. (2006). Constructing grounded theory - A practical guide through qualitative analysis. Thousand Oaks: Sage. Charmaz, K. (2009). Shifting he grounds: Constructivist grounded theory methods. (ed. J.M. Morse), Developing qualitative inquiry, developing grounded theory: The second generation (ss. 127-193), Walnut Creek: Left Coast Press. Charmaz, K. (2014). Constructing Grounded Theory: A Pratical guide through qualitative analysis. London: Sage Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. London: Sage. Ekşi, H. ve Çelik, H. (2015). Gömülü teori –Nitel desenler. İstanbul: Edam Yayınları. Ersoy, A. ve Saban, A. (2019). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık. Merriam, S. B. ve Tisdell, E.B (2015). Qualitative research - A guide to design and implementation. New York: Wiley. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (çev. M. Bütün, S. B. Demir). Ankara: Pegem Akademi.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Uses scientific research skills in her studies. |
| LO02 | She makes original researches in her field. |
| LO03 | Discusses and presents her research report. |
| LO04 | Uses higher-order thinking skills (critical thinking, problem solving, creative thinking, decision making, reflection) |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Students learn essential knowledge and approaches in the field. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Students have extensive knowledge about national and international studies in the field. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Students perform original researches on the field. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Gain sufficient knowledge about national and international studies in the field. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Can do original research in the field. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Determines a topic from the proposals and develops a report on this issue. | 4 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Discusses and presents the research report. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Use individual and team work skills in national and international projects | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Recognize the basic sources of the field to use in scientific studies. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Effective use of a foreign language to follow international literature in the field | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Using higher order thinking skills (critical thinking, problem solving, creative thinking, decision making, reflection) | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | They can conduct their work independently and as a member of a team. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Using scientific research skills in their work | 4 |
| PLO14 | Bilgi - Kuramsal, Olgusal | Follow ethical rules |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | What is research? What is scientific research? What does research methods mean? | What is research? | Öğretim Yöntemleri: Anlatım |
| 2 | Theoretical Framework | What are Research Methods? | Öğretim Yöntemleri: Anlatım |
| 3 | The nature of qualitative research-1 | Research Frameworks-1 | Öğretim Yöntemleri: Tartışma, Anlatım |
| 4 | The nature of qualitative research-2 | Research Frameworks-2 | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 5 | Qualitative research patterns - Case Study | Case Study-1 | Öğretim Yöntemleri: Anlatım |
| 6 | Examining the articles in the case study design | Case Study-2 | Öğretim Yöntemleri: Anlatım, Bireysel Çalışma |
| 7 | Qualitative research patterns- Ethnography | Ethnography-1 | Öğretim Yöntemleri: Anlatım |
| 8 | Mid-Term Exam | Öğretim Yöntemleri: Bireysel Çalışma |
|
| 9 | Examining the articles in the ethnographic study pattern | Ethnography-2 | Öğretim Yöntemleri: Tartışma |
| 10 | Qualitative research patterns- Action Research | Action Research-1 | Öğretim Yöntemleri: Anlatım |
| 11 | Examining the articles in the action research design | Action Research-2 | Öğretim Yöntemleri: Anlatım |
| 12 | Qualitative research designs- Phenomonological Design | Phenomonological Design-1 | Öğretim Yöntemleri: Anlatım |
| 13 | Examining the articles in the phenomenological pattern | Phenomenological Pattern-2 | Öğretim Yöntemleri: Anlatım |
| 14 | Qualitative research patterns- Embedded Theory | Embedded Theory-1 | Öğretim Yöntemleri: Anlatım |
| 15 | Examining the articles in the Embedded Theory pattern | Embedded Pattern-2 | Öğretim Yöntemleri: Anlatım |
| 16 | Term Exams | Öğretim Yöntemleri: Soru-Cevap |
|
| 17 | Term Exams | Öğretim Yöntemleri: Soru-Cevap |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||