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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | TÜE100Z | Scientific Research and Publication Ethics | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | It is aimed to learn qualitative research designs, collection of qualitative data and data collection tools, qualitative data analysis methods and reporting.
In quantitative research methods, the aim is to examine the steps of scientific research, data collection and analysis methods, research report writing and the use of research results. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Bahadır Gülden | | Learning Outcomes | | 1 | Learn what scientific knowledge is and how to obtain it.
Ethical rules and examples of unethical behavior in scientific research
Main differences between qualitative and quantitative research methods
Philosophical and scientific foundations of qualitative research
"Stages of the scientific research process
1) Defining the research problem,
2) Literature review,
3) Determining the purpose of the research,
4) Collection of data,
5) Analysis and interpretation of data,
6) Evaluating the research and reporting the results." | | 2 | Paradigms guiding qualitative research
Action research
Qualitative data collection techniques: observation, interview, document review
"Qualitative data analysis: Coding, code, theme concepts
Descriptive analysis
Content analysis" | | 3 | Students will learn about writing a thesis using the quantitative research method.
Students will learn about applying and researching what they have learned in their thesis studies.
Students will learn about the basic concepts and knowledge of scientific research methods in education.
Students will learn about statistical concepts |
| | Mode of Delivery | | Second Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | What is science? What are the rules of scientific morality and ethics? Contents under the basic headings of basic differences between qualitative and quantitative research, qualitative research and qualitative research patterns, qualitative data collection techniques, qualitative data analysis techniques are covered.
Data collection techniques in quantitative research, statistical analysis and testing techniques to be used in research; Analyzing quantitative data using statistical and spreadsheet software such as SPSS for Windows and MS Excel; Reporting the results of the research conducted in accordance with the rules and making appropriate solution suggestions as a result of the research. | | Weekly Detailed Course Contents | |
| 1 | Scientific research process "The student should be able to make definitions according to the following sub-steps of the scientific research process. | 1) Defining the research problem,
2) Literature review,
3) Determining the purpose of the research,
4) Collection of data,
5) Analysis and interpretation of data,
6) Evaluating the research and reporting the results." | | | 2 | Information is given about the scientific research process and ethical rules. Information and definitions are given about the concept of ethics. By providing detailed information about the types of ethical violations, students are prevented from making such mistakes knowingly or unknowingly in scientific processes. | | | | 3 | "The nature and characteristics of Qualitative Research are explained.
The main differences between quantitative and qualitative research are emphasized." | | | | 4 | "What is a literature review and how is it done?
Learns what printed and digital resources are for literature review and actively uses these resources in his homework." | | | | 5 | Information is given on how to determine the research purpose and what to pay attention to when determining goals and problems. | | | | 6 | Data Collection: Information is given on how to collect data qualitatively and what qualitative data collection tools are. | Students are expected to decide which data collection tools they can use according to the purposes they have previously determined and to explain the reasons for this. | | | 7 | Information is given about qualitative data collection techniques (observation, interview, document review). Information about observation and interview types is given and attention is drawn to their purposes and differences. | The student determines and applies data collection techniques that she finds appropriate for her study in line with the research purpose and problems she has previously determined | | | 8 | | Midterm exam
Assignment Submission | | | 9 | "Publication Ethics:
Citation | Adding citations and creating a bibliography according to APA 7 style in Microsoft Word
Responsible and Qualified Publication:
Indicating those who supported the study:" | | | 10 | "Demonstrating how to conduct a literature review on sample sources.
Sample Resources:
Dergipark
Google Scholar
JSTOR
ERIC
https://bayburt.edu.tr/tr/turcademy-3
https://bayburt.edu.tr/tr/proquest-dissertations-theses
https://www.sciencedirect.com/
https://bayburt.edu.tr/tr/world-ebook-library
https://bayburt.edu.tr/tr/web-of-science
https://bayburt.edu.tr/tr/springer-nature-academic-journals-springer-nature-nature-journals-all
https://bayburt.edu.tr/tr/ebscohost-veritabani
https://bayburt.edu.tr/tr/scopus
https://bayburt.edu.tr/tr/wiley-online-library" | | | | 11 | "What is Action Research?
Information is given about the types of action research." | | | | 12 | "Data collection techniques:
Types of observation: Full participant, participant as observer, observer as participant, full observer
Meeting:
Structured interview:
Semi-structured interview:
Unstructured conversation:
Focus group interview:
Document review:" | Students explain what appropriate data collection techniques are and how they will collect data for the research purpose and problems they have previously determined. | | | 13 | "Qualitative data analysis
Types of Qualitative Data Analysis
Descriptive Analysis
Content Analysis"
"Culture Analysis
Phenomenology
Action Research" | Students decide which qualitative data analysis method they should use according to the qualitative problems they have previously determined, and the suitability of the method to the research problem is discussed in the classroom. In this regard, the student writes the method section based on the qualitative method he/she chooses in accordance with the research problem. | | | 14 | | final exam
Final Assignment Submission | |
| | Recommended or Required Reading | | "Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskı). Ankara: Nobel akademik yayıncılık.
Eğitimde Araştırma Yöntemleri/ Sedat Şen (Ed.); İbrahim Yıldırım(Ed.)
Oral, B., & Çoban, A. (2020). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Akademi.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
Seggie, F. N., & Bayyurt, Y. (Eds.). (2017). Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımları. Anı Yayıncılık.
Creswell, J. W. (2013). Nitel araştirma yöntemleri. Qualitative research methods]. M. Bütün & SB Demir, Trans.(Eds.). İstanbul: Siyasal Kitapevi." Freankel, J.R.; Walen, N. E. (2003), How to Design and Evaluate Research in Education (New York: McGraw-Hill). Neuman, W.L. (2003), Social Research Methods Qualitative and Quantitative Approaches (Boston: Allyn and Bacon, 5th Edition). W. Lawrence Neuman, Toplumsal Araştırma Yöntemleri: Nitel ve Nicel Yaklaşımlar (2. cilt). 2. bs. Çev. Sedef Özge. İstanbul: Yayınodası, 2008. Bryman, A. and Cramer D. (1999) Quantitative Data Analysis with SPSS 8 Release for Windows: a guide for social scientists. London, Routledge. Plewis, Ian (1997) Statistics in Education. London, Arnold. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. 3rd edition.Thousand Oaks, CA: Sage Publications, Inc. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 40 | | Makeup Examination | 1 | 5 | | Attending Lectures | 1 | 5 | | Problem Solving | 1 | 5 | | Team/Group Work | 1 | 10 | | Brain Storming | 1 | 10 | | Report Preparation | 1 | 5 | | Report Presentation | 1 | 5 | | Writing Paper | 1 | 5 | | Self Study | 1 | 5 | | Oral Examination | 1 | 5 | | SUM | 100 | |
| Final Examination | 1 | 50 | | Report | 1 | 10 | | Report Preparation | 1 | 10 | | Report Presentation | 1 | 5 | | Writing Paper | 1 | 10 | | Individual Study for Final Examination | 1 | 10 | | Oral Examination | 1 | 5 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 2 | 2 | | Makeup Examination | 1 | 2 | 2 | | Attending Lectures | 1 | 15 | 15 | | Brain Storming | 2 | 20 | 40 | | Report Preparation | 1 | 5 | 5 | | Report Presentation | 1 | 5 | 5 | | Writing Paper | 1 | 25 | 25 | | Self Study | 2 | 30 | 60 | | Individual Study for Mid term Examination | 1 | 20 | 20 | | Report | 1 | 2 | 2 | | Oral Examination | 1 | 2 | 2 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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