MATHEMATICS
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
POL6001	Advanced Research Methods	Spring	3	0	3	9

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Non-Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assoc. Prof. ESRA ALBAYRAKOĞLU
Course Lecturer(s):	Prof. Dr. YILMAZ ESMER
Recommended Optional Program Components:	none
Course Objectives:	The course will attempt to answer the questions on the neutrality and the difficulties of research. Attempting to answer those questions and the various issues underlying them is the primary objective of the course. This will be achieved through combining a theoretical and practical approach to the study of qualitative methodology. The second objective of the course is to explore both the “hows” or research and, at the same time, examine the underlying assumptions and values of qualitative research practices. The third and overarching objective of this course is to examine not only how one goes about “doing” those aspects of one’s work but also delve into a variety of ethical, epistemological, ontological and methodological issues, as well as improving critical thinking and increasing methodological knowledge inherent in that “doing.”

Learning Outcomes

The students who have succeeded in this course;
Increased awareness of ethnographic work, including conceptualizing a study, observations, interviewing, analysis, and textualization.
 To learn to attend to the politics of what we do and do not do (as researchers).
 Increase critical thinking skills. Demonstrate this by seriously considering multiple viewpoints and perspectives in class discussions, in-class writing, group work, and the
final paper.
 Apply course material to your own research. Demonstrate this through participation in in-class discussions and activities, and in applying course concepts to class assignments.
 Become active in the process of seeking, analyzing, and synthesizing information.

Course Content

In the last two decades, emerging theories in qualitative research have drawn attention to the complexities inherent in research.
In light of these theories, research can no longer be regarded unproblematic, objective, or value free, where data is neutrally and naturally collected, interpreted and textualized by disinterested researchers. Rather, research methodology has become a problematized and contested terrain depicting a double crisis of representation and legitimation. What is (and why) this double crisis? And what implications might it have for the field of qualitative research and for the researcher working (in) that field?

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	An Introduction to Inquiry	Academic Articles and related books
2)	Measurement of Abstract Concepts	Academic Articles and related books
3)	Measurement of Abstract Concepts	Academic Articles and related books
4)	Observation, Sampling	Academic Articles and related books
5)	Observation, Sampling	Academic Articles and related books
6)	Observation, Sampling	Academic Articles and related books
7)	Quantitative Design and Analysis	Academic Articles and related books
8)	Quantitative Design and Analysis	Academic Articles and related books
9)	Quantitative Design and Analysis	Academic Articles and related books
10)	Qualitative Design and Analysis	Academic Articles and related books
11)	Qualitative Design and Analysis	Academic Articles and related books
12)	Qualitative Design and Analysis	Academic Articles and related books
13)	Review of the course	Academic Articles and related books
14)	Review of the course	Academic Articles and related books

Sources

Course Notes / Textbooks:	Van Maanen, John. 1899. Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press. Becker, Howard. 1998. Tricks of the Trade. How to Think About Your Research While Doing It. Chicago: University of Chicago Press.
References:	Mark M. Lanier (Editor), Catherine A. Ford (Editor), Jonathan C. Reid (Editor). 2013, Advanced Research Methods for the Social Sciences. San Diego: Cognella Academic Publishing

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 20
Homework Assignments	5	% 30
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Workload
Course Hours	14	42
Application	14	56
Study Hours Out of Class	14	98
Paper Submission	1	1
Final	1	3
Total Workload		200

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics
2)	To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods,
3)	To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials,
4)	To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself,	4
5)	To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way,
6)	To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
7)	To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement,
8)	To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense,	4
9)	By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere,
10)	To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning,
11)	To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school,
12)	To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.