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| Course Description |
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| Course Name |
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Qualitative Research in Social Studies I |
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| Course Code |
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OÖ 735 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Fall and Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. MUSTAFA YAŞAR
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| Learning Outcomes of the Course |
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Explains the philosophical roots of qualitative research
Compares and contrasts qualitative research between qualitative research and other research techniques
Concludes a qualitative study individually
Examines and evaluates a qualitative research study.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim of this course are to gain knowledge and develop skills in identifying differences between qualitative and quantitative methods, characteristics of qualitative methods, aims and types of qualitative research in educational sciences, preparation for and conducting observational and interview study and sample selection. |
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| Course Contents |
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Differences between qualitative and quantitative methods, characteristics of qualitative methods, aims and types of qualitative research in educational sciences, preparation for and conducting observational and interview study and sample selection. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Introduction to the course content |
none |
Discussion |
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2 |
Introduction to qualitative research |
Willig, K. (2008) |
lecture and discussion |
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3 |
Problem of paradigm |
Guba, E. G., ve Lincoln, Y. S. (1994). |
lecture and discussion |
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4 |
Problem of paradigm |
Guba, E. G., ve Lincoln, Y. S. (1994). |
lecture and discussion |
|
5 |
the steps of a qualitative research (identifying the problem) |
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) |
lecture and discussion |
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6 |
the steps of a qualitative research (forming the researh goals) |
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) |
lecture and discussion |
|
7 |
the steps of a qualitative research (writing the research questions) |
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) |
lecture and discussion |
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8 |
Mid-term exam |
Preparation for the exam |
writen exam |
|
9 |
the steps of a qualitative research (Forming methodology) |
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) |
lecture and discussion |
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10 |
the steps of a qualitative research (planning the data collection process) |
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) |
lecture and discussion |
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11 |
the steps of a qualitative research (Validity and reliability) |
Cohen, L., Manion L., ve Morrison, K. (2000) |
lecture and discussion |
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12 |
the steps of a qualitative research |
Cohen, L., Manion L., ve Morrison, K. (2000) |
lecture and discussion |
|
13 |
the steps of a qualitative research (data anlysis) |
Auerbach, C. F. ve Silverstein, L. B. (2003) |
lecture and discussion |
|
14 |
the steps of a qualitative research (data analysis) |
Barbour, R. S.(2001) Mays, N. ve Pope, C. (2000) |
lecture and discussion |
|
15 |
the steps of a qualitative research (writing the report) |
Heaton, J. (2004) |
lecture and discussion |
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16/17 |
final |
preparation for the exam |
take home |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Auerbach, C. F. ve Silverstein, L. B. (2003) Qualitative Data: An Introduction to Coding and Analysis. New York: NYU Press.
Barbour, R. S.(2001) Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? British Medical Journal 322(1) 115-117
Cohen, L., Manion L., ve Morrison, K. (2000) Research Methods in Education. London: Routledge Falmer
Guba, E. G., ve Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage.
Heaton, J. (2004) Reworking Qualitative Data. London:Sage.
Mack, N., Woodsong, C., MacQueen, K. M. Guest, G., ve Namey, E., (2005) Qualitative Research Methods: A Data Collector’s Field Guide. North Carolina: Family Health International
Mays, N. ve Pope, C. (2000) Qualitative research in health care:Assessing quality in qualitative research. British Medical Journal 320 (1) 50-52
Willig, K. (2008) Introducing Qualitative Research in Psychology. Berkshire: McGraw-Hill Education.
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
2 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Relates knowledge in the field of early childhood education to the knowledge in other fields. |
1 |
|
2 |
Explains the theoretical and applied knowledge in the field of study at expert level. |
0 |
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3 |
Plans and executes a scientific research study. |
5 |
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4 |
Acts in accordance with the social, scientific, cultural and ethical standards when conducting a scientific research or concluding projects. |
5 |
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5 |
Describes and defines different scientific research methods and analyses used in social sciences. |
5 |
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6 |
Independently executes a study that requires expertise in his/her field. |
5 |
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7 |
Questions and inquires into the social and scientific topics in a critical manner and is open to new perspectives. |
5 |
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8 |
Presents a research study that s/he conducted in the field of early childhood education to a group of experts or non-experts orally, visually or in writing, |
5 |
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9 |
Thoroughly explains the educational and developmental issues related to early childhood education. |
0 |
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10 |
Defines, describes and explains teaching strategies, methods and techniques. |
0 |
|
11 |
Explains the interactions among different disciplines related to her/his field of study. |
1 |
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12 |
Critically reviews and reflects on the national and international approaches to early childhood education. |
0 |
|
13 |
Applies different teaching strategies, methods and techniques. |
3 |
|
14 |
Works in a team and/or acts as a leader to solve problems in her/his field. |
1 |
|
15 |
Executes studies in her/his field of study in accordance with the life long learning perspective. |
1 |
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16 |
Is sensitive to and follows the social and technological developments. |
0 |
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17 |
Utilizes the information and communication technologies effectively. |
0 |
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18 |
Proficiently uses one of the languages in the European Language Portfolio at the level that enables her/him understand the knowledge base related to her/his field of study, communicate orally and verbally. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
13 |
3 |
39 |
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Out of Class Study (Preliminary Work, Practice) |
13 |
5 |
65 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
10 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
10 |
10 |
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Total Workload: | 144 |
| Total Workload / 25 (h): | 5.76 |
| ECTS Credit: | 6 |
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