COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
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
EDS2003 Scientific Research Methods Fall 3 0 3 4
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: Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Recommended Optional Program Components: NONE
Course Objectives: This course is designed to provide students with an introduction to basics of educational research. An overview of quantitative and qualitative approaches to social science research is offered. Topics in quantitative research include research design, sampling, and measurement. The discussion on qualitative research focuses on the comparison of quantitative and qualitative approaches as well as data collection and data analysis techniques in qualitative research.

Learning Outcomes

The students who have succeeded in this course;
At the end of this course, students will;
o Increase their knowledge of the role of theory and research in education and in our lives.
o Increase their knowledge of alternative approaches to educational research.
o Increase their understanding of the variety of factors that need consideration in educational research.
o Improve their awareness of current issues in educational research.
o Increase their knowledge and awareness of ethical considerations in educational research.
o Improve their ability to comprehend and evaluate research findings in education.
o Improve their ability to plan research in education.
o Increase their appreciation of the importance of research in gaining knowledge.
o Increase their awareness of various perspectives on educational phenomena and problems, and their eagerness to learn and accept these different perspectives.

Course Content

Types of quantitative research; types of qualitative research; literature review; research question; stating research hypotheses; sampling; measurement; preparing a research plan; research ethics; data collection and analysis; interpretation of research results, and APA rules.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Scientific research. Difference between qualitative and quantitative research Chapters 1: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
2) Literature review, research statement and research question Chapters 2-3: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
3) Theoretical framework Chapter 5: Shank, G., & Brown, L. (2007). Exploring educational research literacy.
4) Hypotheses and variables Chapter 4: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
5) Sampling Chapter 5: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications.
6) Instrument and survey Chapter 6: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications.
7) Observation and interview Chapter 7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
8) Data collection Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
9) Data collection and ethic rules Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
10) Quantitative data analysis Chapter 6: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
11) Qualitative data analysis Chapter 8: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
12) Research validity and reliability Web resources and course notes
13) Interpretation, reporting and APA Chapter 9: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.
14) Foundations of mixed method research Chapter 12: Shank, G., & Brown, L. (2007). Exploring educational research literacy.

Sources

Course Notes / Textbooks: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall.
References: Shank, G., & Brown, L. (2007). Exploring educational research literacy. Routledge. London.
Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Merrill – Pearson.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 0
Final 1 % 40
Paper Submission 6 % 60
Total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Study Hours Out of Class 16 1 16
Paper Submission 6 6 36
Final 1 9 9
Total Workload 103

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 define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2) To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. 4
3) To develop competencies related to software languages, operating systems, computer networks and computer hardware.
3) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
4) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5) To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. 3
6) To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.  3
7) To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. 3
8) To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. 3
9) To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. 4
10) To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11) To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. 4
12) To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13) To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. 3
14) To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. 3
15) To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.