| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SKY3010 | Scientific Research Methods | Spring | 2 | 0 | 2 | 4 |
| Language of instruction: | Turkish |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YONCA SEVİM |
| Course Lecturer(s): |
Dr. Öğr. Üyesi AHU KÜRKLÜ |
| Course Objectives: | Health management of the research process (problem identification, data collection, data analysis and interpretation of results) examines major scientific research methods (experimental method, descriptive method et al.) Revise and finding the right research questions need to carry out research on a particular topic, hypothesis ( hypothesis) building, conceptualization, functionalization, data collection, data analysis, data evaluation / interpretation and learn writing techniques. |
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The students who have succeeded in this course; 1. Being able to define of the scientific research problem 2. Being able to determine the approach of the study, depending on the selected problem areas 3. Being able to determine of sample according to the research approach 4. Being able to determine of measurement tools based on sampling 5. Being able to collect and evaluate of the data 6. Being able to create of the findings of the survey 7. Being able to prepare and present of the research report |
| This course aims to improve the students' abilities in health science related scientific projects to use research techniques in professional business life. |
| Week | Subject | Related Preparation |
| 1) | Scientific Research and basic terms | |
| 2) | Scientific Research Methods | |
| 3) | Literature review | |
| 4) | Method design in researches I | |
| 5) | Method design in researches II | |
| 6) | Data collection tools and measurement | |
| 7) | Referencing and reporting | |
| 8) | Midterm exam | |
| 9) | Ethical issues in scientific research | |
| 10) | Hypothesis tests in scientific research | |
| 11) | Statistical analyzes in scientific research (Parametric tests) | |
| 12) | Statistical analyzes in scientific research (Nonparametric tests) | |
| 13) | Statistical analyzes in scientific research (Repeated measure tests) | |
| 14) | Findings and results in research and reporting |
| Course Notes / Textbooks: | Kan, İ. (2006). Biyoistatistik. Ankara: Nobel Yayın Dağıtım. Alpar, Reha. (2010). Spor, Sağlık ve Eğitim Bilimlerinden Örneklerle, Uygulamalı İstatistik ve Geçerlilik-Güvenirlilik, Detay yayıncılık, Ankara. Aktürk, H Zekeriya ve Acemoğlu, Hamit (2011). Sağlık Çalışanları İçin Araştırma ve Pratik İstatistik, Örnek Problemler ve SPSS Çözümleri, 2. Baskı. Anadolu Matbaası. Ġstanbul. Can, Abdullah. (2013). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi, Pegem Akademi, Birinci baskı, Ankara |
| References: | Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2005). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı. 4. bs. Sakarya. Babbie, E. (2001). The practice of social research. 9th ed. Belmont, CA: Wadsworth. Babbie, E. (2006). The practice of social research. 11th ed. Belmont, CA: Wadsworth. Berelson, B. (1952). Content analysis in communications research. Glencoe, IL: The Free Press. Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitabevi. Creswell, J.W. (2009). Research design: HAFTAuantitative, HAFTAualitative, and mixed methods approaches. 3rd ed. Thousand Oaks, CA: Sage. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 2 | 26 |
| Study Hours Out of Class | 12 | 6 | 72 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 102 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 5 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 4 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 4 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 5 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 4 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 4 |
| 10) | To use health information technologies for research in the field of child development. | 4 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 4 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 4 |