FME713 - QUANTITATIVE RESEARCH METHODS IN BIOLOGY EDUCATI
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUANTITATIVE RESEARCH METHODS IN BIOLOGY EDUCATI | FME713 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | -- | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Instructor | |||||
| Course objective | Giving detailed information about quantitative research methodologies in biology education, research designs, writing research problems and hypotheses, sampling, data- collection instruments, validity and reliability, statistical methods and providing to gain the ability to do research in biology education | |||||
| Learning outcomes |
| |||||
| Course Content | 1. Introduction to educational research 2. Quantitative and qualitative research (comparision of quantitative and qualitative research) 3. Quantitative research in biology education and reviewing the literature 4. Quantitative research methodologies (experimental research, single- subject research, correlational research, causal comperative research, survey research) 5. The research problem ( research questions, hypotheses) 6. Research plans 7. Sampling (population, samples, sampling methods) 8. Data- collection instruments in quantitative researches (types and characteristics of data- collection instruments, validity, reliability ) 9. Data analysis and interpretation (descriptive statistics, inferential statistics) 10. Research reports(preparation of a research report, evaluation of a research report) 11. Read and investigate the articles and researches about biology education | |||||
| References | 1. Fraenkel, J.R., & Wallen, N.E.(2009). How to design and evaluate research in education. (Sixth edition). New York: McGraw-Hill Higher Edition. 2. Gay, L.R., & Airasian, P. (2006). Educational research: Competencies for analysis and application, NewJersey: Prentice-Hall. 3. Balnaves, M., & Caputi, P. (2001). Introduction to quantitative research methods: An investigative approach. London: Thousand Oaks. 4. Best, J.W. & Kahn, J.V. (2006). Research in education (10th Edt.). Boston: Pearson Education, Inc. 5. Cohen, L., & Manion, L. (1998). Research methods in education (4th Edt.). London: Routledge. 6. Creswell, J.W. (2003). Research design: Qualitative, quantitative, mixed methods approaches (2nd Edt.). London: Sage Publications. 7. Karasar, N. (2000). Bilimsel araştırma yöntemi (10. Baskı). Ankara: Nobel Yayın Dağıtım. 8. Karasar, N. (2000). Araştırmalarda rapor hazırlama yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayın Dağıtım. 9. Maxim, P.S. (1999) Quantitative research | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | What is research in education? Why is important? How make a scientific research? research methods (quantitative and qualitative research methodologies) |
| Week 2 | The basics of educational research: the research problem, hypotheses and variables, review of the literature |
| Week 3 | Sampling (samples and population, random sampling methods: simple random sampling, stratified random sampling; nonrandom sampling methods: systematic sampling, purposive sampling, convenience sampling), sample size, instrumentation |
| Week 4 | Validity and reliability, internal/ external validity, quantitative research methodologies: experimental research: weak (pre) experimental designs ( the one group pretest-posttest design, the static- group comparison design) |
| Week 5 | 1. Midterm |
| Week 6 | True experimental designs (the randomized posttest- only control group design, the randomized pretest- posttest control group design, the randomized solomon four group design) |
| Week 7 | Quasi ? experimental designs (the matching- only design, time-series design), factorial design , single- subject research, correlation research |
| Week 8 | Causal ? comparative research, survey research, threats to internal validity in quantitative researches |
| Week 9 | Data analysis and interpretation (descriptive statistics, inferential statistics), writing research proposals and reports |
| Week 10 | 2. Midterm |
| Week 11 | Reading article (biology education) |
| Week 12 | Reading article (biology education) |
| Week 13 | Reading article (biology education) |
| Week 14 | Presentation of research project about biology education |
| Week 15 | |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 3 | 15 |
| Presentation | 1 | 5 |
| Project | 1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 2 | 40 |
| Final exam | 1 | 20 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 7 | 80 |
| Percentage of final exam contributing grade succes | 1 | 20 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| 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 | 2 | 28 | 56 |
| Project | 1 | 52 | 52 |
| Homework assignment | 5 | 20 | 100 |
| Midterms (Study duration) | 2 | 35 | 70 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 25 | 178 | 360 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. develop their advanced theoretical and practical knowledge in the field considering undergraduate and master of science program qualifications. | X | ||||
| 2. combine the advanced current scientific knowledge and their perspectives related to the field and reach new definitions. | X | ||||
| 3. . build complex relations between their field and other disciplines by using their knowledge and skills and, they may design new research questions. | X | ||||
| 4. increase their knowledge in the field and obtain original scientific findings by integrating analysis, synthesis and evaluation processes into their studies. | X | ||||
| 5. do research in science and mathematics education and classify the findings in order to do further research. | X | ||||
| 6. use qualitative and quantitative research methods, and design an original research problem in their fields or in other fields. Besides that they may begin studying on the problem. | X | ||||
| 7. analyze, synthesize and evaluate different ideas critically. | X | ||||
| 8. do research which is sufficiently well qualified to be published both in national and international refereed journals with the help of scientific research methods,. and they may be able to contribute to scientific research in field education. | X | ||||
| 9. participate in interdisciplinary studies independently or in a group to study on original research problems. | X | ||||
| 10. think creatively and critically in the process of providing solutions and making decisions and they may design new research problems related to the field and develop new methods to solve these problems. | X | ||||
| 11. develop and use different teaching strategies that increase students' knowledge and skills and make learning and teaching processes be easier. | X | ||||
| 12. speak a foreign language efficiently and communicate with their colleagues in oral or written form in the environment where subjects related to their fields or other fields take place. | X | ||||
| 13. consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions, they may believe that these values take place in national and international platforms permanently. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest