TÜRKÇE
ENGLISH
Information
| Code | TUR734 |
| Name | |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| 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 Instructor |
1 |
Course Goal / Objective
The aim of this course is to teach students differences between quantitative and qualitative research methods, characteristics of qualitative research, the purposes of using qualitative research in educational sciences, preparing observation form and interview Schedule and planning a pilot study with observation and interview and analysis of qualitative data.
Course Content
Differences between quantitative and qualitative research methods, characteristics of qualitative research, the purposes of using qualitative research in educational sciences, preparing observation form and interview Schedule and planning a pilot study with observation and interview and analysis of qualitative data.
Course Precondition
None
Resources
Bogdan, R.C. &Biklen, S.K. (1992). Qualitativeresearchforeducation: an introductiontotheoryandmethods. London: Allynand Bacon. Denzin, N.K. & Lincoln, Y.S. (1994). Introduction: Enteringthefield of qualitativeresearch. InDenzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitativeresearch. ThousandOaks, CA: SagePublication. Denzin, N.K. (1994). Triangulation. In T. Husen. & T.N. Postlethwaite. Theinternationalencyclopaedia of education. (2nd ed.), Vol 2, Oxford: Pergamon. Foster, P. (1996). Observingschools: A methodologicalguide. London: Paul Chapman Publishing Ltd. Glaser, B.G. & Strauss, A.L. (1967). Thediscovery of groundedtheory: Strategiesforqualitativeresearch. New York: Adline Publishing Company. Glesne, C. &Peshkin, A. (1992). Becoming a qualitativeresearchers: An introduction. London: Longman. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications. Kuş.E. (2003).Nicel-nitelaraştırmateknikleri. Ankara: Anı Yayıncılık. Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hill. Mayring, P. (2000). Nitelsosyalaraştırmayagiriş.Çeviren: A. Gümüş& S. Durgun. Adana: BakiKitabevi. Merriam, S.B. (1988). Case study research in education: A qualitative approach. London: Jossey-Bass Publishers. Miles, B. M. & Huberman, A. M. (1994).Qualitative data analysis (2nded.).London: Sage Publications. Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nded.). NewburyPark: Sage Publications. Powney, J. & Watts, M. (1987).Interviewing in educational research. London: Routledge & Kegan Paul. Robson, C. (1993). Real world research.Oxford: Blackwell Publications. Seidman, I.E. (1991).Interviewing as qualitative research. New York: Teachers College Press. Strauss, A. L. (1996). Qualitative analysis for social scientists.Cambridge University Press. Strauss, A. & Corbin, J. (1990).Basics of qualitative research: Grounded theory procedures and technique.London: Sage Publications. Yıldırım, A. &Şimşek, H. (2008).Sosyalbilimlerdenitelaraştırmayöntemleri (7.baskı),Ankara: SeçkinYayınevi.
Notes
Bogdan, R.C. &Biklen, S.K. (1992). Qualitativeresearchforeducation: an introductiontotheoryandmethods. London: Allynand Bacon. Denzin, N.K. & Lincoln, Y.S. (1994). Introduction: Enteringthefield of qualitativeresearch. InDenzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitativeresearch. ThousandOaks, CA: SagePublication. Denzin, N.K. (1994). Triangulation. In T. Husen. & T.N. Postlethwaite. Theinternationalencyclopaedia of education. (2nd ed.), Vol 2, Oxford: Pergamon. Foster, P. (1996). Observingschools: A methodologicalguide. London: Paul Chapman Publishing Ltd. Glaser, B.G. & Strauss, A.L. (1967). Thediscovery of groundedtheory: Strategiesforqualitativeresearch. New York: Adline Publishing Company. Glesne, C. &Peshkin, A. (1992). Becoming a qualitativeresearchers: An introduction. London: Longman. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications. Kuş.E. (2003).Nicel-nitelaraştırmateknikleri. Ankara: Anı Yayıncılık. Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hill. Mayring, P. (2000). Nitelsosyalaraştırmayagiriş.Çeviren: A. Gümüş& S. Durgun. Adana: BakiKitabevi. Merriam, S.B. (1988). Case study research in education: A qualitative approach. London: Jossey-Bass Publishers. Miles, B. M. & Huberman, A. M. (1994).Qualitative data analysis (2nded.).London: Sage Publications. Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nded.). NewburyPark: Sage Publications. Powney, J. & Watts, M. (1987).Interviewing in educational research. London: Routledge & Kegan Paul. Robson, C. (1993). Real world research.Oxford: Blackwell Publications. Seidman, I.E. (1991).Interviewing as qualitative research. New York: Teachers College Press. Strauss, A. L. (1996). Qualitative analysis for social scientists.Cambridge University Press. Strauss, A. & Corbin, J. (1990).Basics of qualitative research: Grounded theory procedures and technique.London: Sage Publications. Yıldırım, A. &Şimşek, H. (2008).Sosyalbilimlerdenitelaraştırmayöntemleri (7.baskı),Ankara: SeçkinYayınevi.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Use the observation method to collect data in a research. |
| LO02 | Explains how to use the observation method. |
| LO03 | Explains how to use the interview method. |
| LO04 | Use the interview method to collect data in a research. |
| LO05 | Use various types of documents to collect data. |
| LO06 | Explains the methods used in the analysis of qualitative data. |
| LO07 | Analyse qualitative data using content analysis method. |
| LO08 | He/she writes the findings of the content analysis in the form of a research report. |
| LO09 | Understand the logic of purposal sampling in qualitative research. |
| LO10 | Identify the features of qualitative research. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | They can develop and deepen their knowledge in the field of Turkish Education at the level of expertise. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | They can develop and deepen their knowledge in the field of Turkish Language and literature at the level of expertise. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Understand the interaction between disciplines such as linguistics, usage sciences and philosophy that the field is related to. | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Can use the theoretical and applied knowledge at the level of expertise gained in the field of Turkish Education and Turkish Language. | |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Interpret and create new knowledge by integrating the knowledge acquired in the field of Turkish Education and Turkish Language with the knowledge from different disciplines. | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Will be able to solve the problems encountered in Turkish Education by using research methods. | 4 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can independently carry out a study that requires expertise related to Turkish Education. | 5 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can develop new strategic approaches for the solution of complex problems encountered and unforeseen in practices related to Turkish Education and can produce solutions by taking responsibility. | 3 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can lead in environments that require the solution of problems related to Turkish Education. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Can evaluate the knowledge and skills acquired in the field of Turkish Education with a critical approach and guide their learning. | 2 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can convey the current developments in the field of Turkish Education and their own studies with quantitative and qualitative data to the groups in the field and outside the field in a written, verbal and visual form in a systematic way. | 4 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can critically examine and develop social relations and these relating norms and take action to change when necessary. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can communicate verbally and in writing using a foreign language at least at B2 level. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can use information and communication technologies at an advanced level, together with computer software at the level required by Turkish Education. | |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | Can supervise and teach social, scientific, cultural and ethical values in the stages of collection, interpretation, implementation and announcement of data related to Turkish Education. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | To be able to develop strategy, policy and implementation plans on issues related to Turkish Education and to evaluate the results obtained within the framework of quality processes. | |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | To be able to develop strategy, policy and implementation plans on issues related to Turkish Education and to evaluates the results obtained within the framework of quality processes. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | An introduction to the aims, content, assessment methods of the course, and expectations from students. | Review of lesson plan and books, reading materials. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Differences between quantitative and qualitative research methods. | Read and review of reading materials and other resources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | The characteristics of qualitative research. | Review of reading materials and rewise other resources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Examination and presentations on examples of studies using qualitative research methods. | Review of qualitative research articles and examine it critically. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Sampling issue in qualitative research and types of sampling | Reading books and articles related sampling and types of samples. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 6 | The characteristics of interview method, types of interview, important aspects of conducting an interview. | Reading materials and revising interview research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 7 | Examples of interview schedules and preapering an interview form. | Examination of current interview schedules and developing an interview form. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | Observation, types of observation and important aspects of doing observational research. | Examination of observational research and observation forms and planning a qualitative observational study. | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay, Soru-Cevap |
| 10 | Discuss on observational study conducted by students and give feedback. | Conduct a qualitative observational study. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
| 11 | Reliability and validity in qualitative research | Review of related literature. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Analysis of qualitative research | Review of related literature. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap, Örnek Olay |
| 13 | Examination of examples from analysis used in previous studies. | Review of qualitative research in terms of qualitative analysis. | Öğretim Yöntemleri: Soru-Cevap, Örnek Olay, Anlatım, Tartışma |
| 14 | Examination of analysis process carried out by students. | Analysis of qualitative data | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
| 15 | Evaluation of course | Review of learning objectives | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
|
| 17 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
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 | ||