At the end of this course, the students; 1) Explains the nature of knowledge and the characteristics of scientific knowledge. 2) Explains the form and content features of the article as scientific literature. 3) Uses the methods and platforms to follow the current research on education. 4) Compares the results of the studies related to education. 5) Proposes solutions to the problems encountered in the field of education by selectively reviewing the literature of the field.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
COURSE DEFINITION
Students taking this course are expected to follow the research done in Türkiye and abroad. This course syllabus
includes the research made at the primary school level in mathematics, science, Turkish, social studies, life
studies, primary literacy, and other courses published in Türkiye and abroad.
COURSE CONTENTS
WEEK
TOPICS
1st Week
General information about the course, formation of groups and basic concepts
2nd Week
Research and information gathering
3rd Week
The relationship between education and educational research
4th Week
Article as scientific writing and its features
5th Week
A current research presentation and questions from the groups
6th Week
Sharing current research
7th Week
Sharing current research
8th Week
Midterm
9th Week
Recent researches - Presentation
10th Week
Recent researches - Presentation
11th Week
Recent researches - Presentation
12th Week
Recent researches - Presentation
13th Week
Recent researches - Presentation
14th Week
Recent researches - Presentation
RECOMENDED OR REQUIRED READING
1. Balcı, A. (2022). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler (16. basım). Pegem Yayınları. (Turcademy - Türkiye's Online Academic Portal çevrimiçi görüntülenebilir.) 2. Topdemir, H. G. (2009). Felsefe nedir? Bilgi nedir?. Türk Kütüphaneciliği, 23(1), 119-133. https://dergipark.org.tr/en/download/article-file/815041 3. Köroğlu, C. Z. ve Köroğlu, M. A. (2016). Bilim kavramının gelişimi ve günümüz sosyal bilimleri üzerine. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(25), 1-15. https://dergipark.org.tr/en/download/article-file/411814 4. Köseoğlu, F., Tümay, H. ve Budak, E. (2008). Bilimin doğası hakkında paradigma değişimleri ve öğretimi ile ilgili yeni anlayışlar. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 28(2), 221-235.https://dergipark.org.tr/en/download/article-file/77125 5. Şahin, F. ve Tabak, H. (2022). Eğitim Araştırmalarının Doğası ve Paradigmasal Temelleri. Eğitimde Araştırma Yöntemleri (ss.1-17), Pegem Akademi. 6. Uysal, Ş. (1974). Eğitim araştırmalarında yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 7(1), 1-19. https://doi.org/10.1501/Egifak_0000000401 7. Türkmen, L. Ve Yalçın, M. (2001). Bilimin doğası ve eğitimdeki yeri. Sosyal Bilimler Dergisi, 3(1), 189-195. http://hdl.handle.net/11630/2502
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Discussion,Questions/Answers,Presentation
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
30
Presentation of Article
1
30
Total(%)
60
Contribution of In-term Studies to Overall Grade(%)
60
Contribution of Final Examination to Overall Grade(%)
40
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
1
1
Preparation for Quiz
0
0
0
Individual or group work
0
0
0
Preparation for Final exam
1
24
24
Course hours
12
2
24
Preparation for Midterm exam
1
20
20
Laboratory (including preparation)
0
0
0
Final exam
1
1
1
Homework
1
20
20
Total Workload
90
Total Workload / 30
3
ECTS Credits of the Course
3
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
