| Course Description |
|
| Course Name |
: |
Research Methods in Social Sciences I |
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| Course Code |
: |
EPÖ 701 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. AHMET DOĞANAY
|
|
| Learning Outcomes of the Course |
: |
Comprehends the transformation of information and scientific concepts throughout historical process
Recognizes the place and importance of scientific thinking method in understanding and investigating life
Explains the sources of information
Follows ethical rules in scientific research
Explains the limitations of scientific method in social studies
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The main purpose of this course is to provide the MA students in different fields of educational sciences with a scientific point of view towards life and events, which enables them to improve their knowledge,skills and attitudes to solve a problem using scientific methods.
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| Course Contents |
: |
The course covers basic concepts such as
science, scientific method and research,
identifying a problem and stating it in the research;
Writing a research hypotesis,
Liiterature review techniques;
Research design and data collection techniques. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Knowledge, science and transformation of these concepts in the historical process |
Examining related sources of information |
Question-answer and discussion |
|
2 |
Knowledge, science and concept of research |
Examining related sources of information |
Question-answer and discussion |
|
3 |
Different paradigms for understanding social reality: Positivism and postpositivism |
Examining related sources of information
Homework 1 |
Question-answer and discussion |
|
4 |
Different paradigms for understanding social reality: Positivism and postpositivism |
Examining related sources of information |
Question-answer and discussion |
|
5 |
Ways to access information |
Examining related sources of information
Homework 2 |
Question-answer and discussion |
|
6 |
Ways to access information |
Examining related sources of information |
Question-answer and discussion |
|
7 |
Causality in science |
Examining related sources of information |
Question-answer and discussion |
|
8 |
Midterm Exam |
Preparation for the exam |
Written exam |
|
9 |
Science and scientist |
.Examining related sources of information Homework 3 |
Question-answer and discussion |
|
10 |
Science and scientists |
Examining related sources of information |
Question-answer and discussion |
|
11 |
Scientific ethics |
Examining related sources of information |
Question-answer and discussion |
|
12 |
Scientific ethics |
Examining related sources of information |
Question-answer and discussion |
|
13 |
The limitations of the scientific method in social sciences |
Examining related sources of information |
Question-answer and discussion |
|
14 |
The limitations of the scientific method in social sciences |
Examining related sources of information |
Question-answer and discussion |
|
15 |
General evaluation of the course |
Examining related sources of information |
Question-answer and discussion |
|
16/17 |
Final exam and submission of homework |
Preparation for the final exam |
written exam |
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|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 APA (2001). Publication manual of the American Psychological Association (Fifth Edition). Washington DC: APA.
Balcı, A. (2001). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. (3. Baskı). Ankara: PegemA Yayıncılık.
Borg, W. R. & Gall, M. D. (1989). Educational research: An introduction (Fifth Edition). New York: Longman.
Cohen L & Manion, L. (1998). Research methods in education (Fourth Edition). London: Routledge.
Eichelberger, R. T. (1989). Disciplined inquiry. Understanding and doing educational research. New York: Longman
Erdoğan, İ. (2003). Pozitivist metodoloji: Bilimsel araştırma tasarımı, istatistiksel yöntemler, analiz ve yorum. Ankara: Erk Yayın Dağıtım
Gürsakal, N. (2005). Yeni bilim. htpp://homepage.uludag.edu.tr/~gursakal~7 adresinden 16.08. 2005 tarihinde alınmıştır
Karasar, N. (2002). Bilimsel araştırma yöntemi. (11. Baskı). Ankara: Nobel Yayıncılık
Kaptan, S. (1982). Bilimsel araştırma ve istatistik teknikler. Ankara: Rehber Yayınları
Pears, D. (2004). Bilgi nedir? Çev. A. Güçlü. Bilim Ve Sanat. www.felsefelik.com/kitaplar/pears_david/9757298379 pdf adresinden 24. 09. 2007 tarihinde alınmıştır.
TÜBA (2002). Bilimsel araştırmada etik ve sorunları. Ankara: Türkiye Bilimler Akademisi yayınları
Yıldırım, C. (1991). Bilim felsefesi (3. Basım). İstanbul: Remzi Kitabevi.
Yıldırım, A.& Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi
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| |
| Required Course Material(s) | |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
|
3 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
5 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
5 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
4 |
|
5 |
Uses and develops individual assessment techniques. |
5 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
3 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
5 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
3 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
|
10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
|
11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
|
5 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
3 |
|
13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
5 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
3 |
|
15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
4 |
|
16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
3 |
|
17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
4 |
|
18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
5 |
|
19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
3 |
|
20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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