Mühendisler Gibi Düşünmek, Araştırmacılar Gibi Yazmak: Disiplinlerarası Bir Derste Araştırma Okuryazarlığı ve Araştırmacı Kimliği

Abstract

Bu nitel durum çalışması, Türkiye’deki bir teknik üniversitede yürütülen disiplinlerarası bir seçmeli derste mühendislik öğrencilerinin araştırma okuryazarlığını nasıl geliştirdiğini incelemektedir. Üçüncü ve dördüncü sınıftan yirmi dört öğrenci altı proje grubunda çalışmış; veriler, on iki öğrenciyle yapılan yarı yapılandırılmış görüşmeler ile taslaklar, geribildirim notları ve revizyon kayıtlarını içeren proje çıktılarından oluşmuştur. Tematik analiz, konu seçimi, işbirliği ve yöntem odaklı yazma görevlerine odaklanmıştır. Bulgular, yazma süreçlerinin öğrencileri bilgi derlemekten küçük ölçekli sorgulamalar tasarlamaya yönelttiğini ve konu seçiminin neyin geçerli kanıt sayıldığını belirlediğini göstermektedir. Çalışma, araştırma temelli yazmayla erken karşılaşmanın, mühendislik öğrencilerinde daha esnek düşünmeyi ve oluşmaya başlayan araştırmacı kimliğini desteklediğini göstermektedir.

Keywords

• Araştırma okuryazarlığı
• akademik yazma
• mühendislik eğitimi
• disiplinlerarası öğrenme
• araştırmacı kimliği

Ethical Statement

Etik kurul onayı ve yazılı izin, Gebze Teknik Üniversitesi Sosyal Bilimler ve Beşerî Bilimler İnsan Araştırmaları Etik Kurulu’ndan alınmıştır (Protokol No: 2025/11-06, Onay Tarihi: 15.05.2025).

Thanks

Bu çalışma, araştırmanın önceden belirlenmiş disipliner sınırlar yerine sorunlarla kurulan etkileşim içinde geliştiği fikrine dayanan bir öğrenme ortamında şekillenmiştir. Bu yaklaşım, Karl Popper’ın “sorunların herhangi bir konu ya da disiplin sınırını kesebileceği” yönündeki görüşüyle de örtüşmektedir. Süreç boyunca gösterdiği destek için Gebze Teknik Üniversitesi Mühendislik Fakültesi Dekanı Prof. Dr. Yusuf Sinan Akgül’e içten teşekkürlerimi sunarım. Disiplinlerarası yazma laboratuvarına katılan tüm öğrencilere de teşekkür ederim; katkıları, düşünsel yaklaşımları ve işbirliğine dayalı çalışma ruhları bu araştırmayı zenginleştirmiş ve mümkün kılmıştır.

Thinking Like Engineers, Writing as Researchers: Research Literacy and Identity in an Interdisciplinary Course

Abstract

This qualitative case study examines how engineering students develop research literacy in an interdisciplinary elective at a technical university in Türkiye. Twenty-four third- and fourth-year students worked in six project groups; data include semi-structured interviews with twelve participants and project artefacts such as drafts, feedback, and revision notes. Thematic analysis focuses on topic selection, collaboration, and methodological writing tasks. Findings indicate that writing assignments encouraged students to move from compiling information to designing small-scale inquiries, and that topic choice shaped how they defined valid evidence. The study shows how early experiences with research-based writing can support more flexible reasoning and emerging forms of researcher identity in engineering education.

Keywords

• Research literacy
• academic writing
• engineering education
• interdisciplinary learning
• researcher identity

Ethical Statement

Ethical approval and written permission were obtained from the Social Sciences and Humanities Human Research Ethics Committee of Gebze Technical University (Protocol No: 2025/11-06, Approval Date: 15.05.2025).

Thanks

This work was shaped by a learning environment grounded in the idea that research develops through engagement with problems rather than predefined disciplinary boundaries, echoing Karl Popper’s insight that “problems may cut across the borders of any subject matter or discipline.” I extend my sincere gratitude to Prof. Dr. Yusuf Sinan Akgül, Dean of the Faculty of Engineering at Gebze Technical University, for his encouragement throughout the process. I am also grateful to all students who participated in the interdisciplinary writing laboratory; their contributions, reflections, and collaborative spirit enriched the study and made this research possible.

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