İÖB623 - QUALITATIVE RESEARCH IN EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUALITATIVE RESEARCH IN EDUCATION | İÖB623 | Fall | 3 | 0 | 3 | 7 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Dr. Elif Yetkin Özdemir, Dr. Pınar Özdemir Şimşek | |||||
| Course objective | The purpose of this course is to provide graduate students knowledge and skills to evaluate and conduct qualitative research in education. | |||||
| Learning outcomes |
| |||||
| Course Content | Paradigms in social and educational research, qualitative research designs (e.g., case study, grounded theory etc.) used in educational research, data collection procedures (interviews, focus group interviews, observation, documents), analyzing qualitative data, developing ways to increase the quality of the study, and documenting the findings | |||||
| References | Auerbach, C. F. & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press: NY & London. Creswell, J.W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Thousand Oaks: Sage Publications. Hatch, J. A. (2002) Doing Qualitative Research in Education Settings. Albany, NY: State University of New York Press. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction, course sylabuss |
| Week 2 | The meaning of qualitative research, properties and history |
| Week 3 | The planning of qualitative research and examination of sample qualitative research |
| Week 4 | Data collection methods in qualitative research - general |
| Week 5 | Questionnaire-document analysis |
| Week 6 | Interview |
| Week 7 | Observation |
| Week 8 | Universe and population in qualitative research |
| Week 9 | Validity and reliability in qualitative research |
| Week 10 | Theoretical knowledge related to content analysis |
| Week 11 | Types of content analysis and examination of sample applications |
| Week 12 | Determination of research problems in qualitative research |
| Week 13 | Determination of research methods in qualitative research |
| Week 14 | Discussion of research methods in qualitative research |
| Week 15 | Preparation for Final Exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 15 | 5 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 10 | 20 |
| Presentation | 0 | 0 |
| Project | 1 | 25 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 15 | 3 | 45 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 1 | 30 | 30 |
| Homework assignment | 10 | 6 | 60 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 50 | 50 |
| Total Workload | 27 | 89 | 185 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Posess basic knowledge and skills in terms of content and pedagogical domains | X | ||||
| 2. Recognize problems and provide recommendations and point of view on science and matematics teaching and elementary teaching at primary education level. | X | ||||
| 3. Posess knowledge on scientific research methodoly and techniques | X | ||||
| 4. Able to conduct research quantitative and qualitative research related to primary education (mathematics, science and technology, social sciences, Turkish, literacy etc.). | X | ||||
| 5. Recognize teaching and learning problems in science and mathematics teachers and primary education teachers, plans scientific research and proposes solutions through data analysis techniques. | X | ||||
| 6. Design research by choosing best teaching strategies,methodology and techniques, learming materials and most effective evaluation methods and strategies with the consideration of primary students? individual and developmental differences and programs contentand program development principles. | X | ||||
| 7. Follows national and international studies related to science and mathematics teachers and primary school teachers and perform comparative studies. | X | ||||
| 8. Possess effective communication skills. | X | ||||
| 9. Possessscientific and professional ethic values and awareness. | X | ||||
| 10. Gains lifelong learning behavior and comprehension. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest