FME720 - QUALITATIVE RESEARCH METHODS IN PHYSICS EDU.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUALITATIVE RESEARCH METHODS IN PHYSICS EDU. | FME720 | 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 qualitative research methodologies in physics education, research designs, sampling, data- collection instruments, validity and reliability, statistical methods and providing to gain the ability to do research in physics education | |||||
| Learning outcomes |
| |||||
| Course Content | 1.Introduction to educational research 2.Quantitative and qualitative research (comparision of quantitative and qualitative research) 3.Philosophical assumptions, paradigms 4.Designing a qualitative study 5.Qualitative research approaches (phenomenological research, grounded theory research, ethnographic research, case study research, action research) 6.The research problem ( research questions) 7.Research plans 8.Sampling (population, samples, sampling methods) 9.Data- collection instruments in qualitative researches (types and characteristics of data- collection instruments, validity, reliability ) 10.Data analysis 11.Reliability and validity in qualitative research 12.Ethic 13.Writing a qualitative study (preparation of a research report) 14.Read and investigate the qualitative research articles and researches about physics 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.Best, J.W. & Kahn, J.V. (2006). Research in education (10th Edt.). Boston: Pearson Education, Inc. 3.Büyüköztürk,Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F., (2008). Bilimsel araştırma yöntemleri. Genişletilmiş ikinci baskı, Ankara: Pegem Akademi. 4.Cohen, L., & Manion, L. (1998). Research methods in education (4th Edt.). London: Routledge. 5.Creswell, J.W. (2003). Research design: Qualitative, quantitative, mixed methods approaches (2nd Edt.). London: Sage Publications. 6.Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. | |||||
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), philosophical assumptions, paradigms (postpositivism, social constructivism, pragmatism), |
| Week 2 | Designing a qualitative study: the characteristics of qualitative research, when to use qualitative research, the process or designing qualitative study, the general structure of a plan or proposal |
| Week 3 | Qualitative research approaches: phenomenological research (definition, characteristics of phenomnology, challenges), grounded theory research (definition, characteristics of grounded theory research, challenges), ethnographic research |
| Week 4 | Case study research (definition, characteristics of case studies, challenges), action research (definition, characteristics of action research, challenges) |
| Week 5 | Midterm |
| Week 6 | The research problem, the purpose statement, the research questions: the central questions, sub questions, sampling (samples and population, sampling methods) |
| Week 7 | Data collection: the data collection circle, interview, observation, focus group observation, investigation of document, metaphors |
| Week 8 | Data analysis and representation: descriptive analysis, content analysis, document analysis, computer use in qualitative data analysis, advantages and disadvantages, use of computer software programs |
| Week 9 | Validation and reliability in qualitative research, validation strategies, ethic |
| Week 10 | Midterm |
| Week 11 | Investigation of articles, writing a qualitative study |
| Week 12 | Reading article (physics education) |
| Week 13 | Reading article (physics education) |
| Week 14 | Presentation of research project about physics 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