Research Article
BibTex RIS Cite

Sosyal Bilimler Öğrencilerinin Araştırma Yöntemlerini Öğrenmeye Yönelik İsteklerinin Belirlenmesi: Fenomenolojik Bir Çalışma

Year 2019, Volume: 8 Issue: 2, 178 - 187, 23.09.2019

Abstract

Yapacakları bilimsel çalışmalar açısından üniversite öğrencilerinin araştırma yöntemlerini bilmeleri önem taşımaktadır. Dolayısıyla üniversiteler müfredatlarına araştırma yöntemleriyle ilgili dersleri eklemektedir. Bununla birlikte, öğrencilerin bu derslere ilgisiyle alakalı farklı etkenler söz konusudur ve ilgili öğretim elemanları bu faktörlerden haberdar olmalıdır. Bu çalışma tekniğine göre nitel bir çalışma olup, üniversite öğrencilerinin araştırma yöntemleri olgusuna dair algılarını üretilen metaforlar yardımıyla ortaya koymayı amaçlamaktadır. Araştırma katılımcıları, Trabzon ilinde bulunan bir vakıf üniversitesinden toplam 72 üniversite öğrencisidir. Araştırma sonucu öğrencilerin metaforları altı kategori altında toplanmıştır. 

References

  • Akhan, N. E., Kılıçoğlu, G., & Gedik, H. (2014). Sosyal Bilgiler Öğretmenliği Birinci Sınıf Öğrencilerinin Sosyal Bilgiler Ve Sosyal Bilimlere Yönelik Metaforları. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9/8 Summer, 73-90.
  • Alhadeff‐Jones, M. (2008). Three generations of complexity theories: Nuances and ambiguities. Educational Philosophy and Theory, 40(1), 66-82.
  • Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47. Birks, M., Cant, R., Al-Motlaq, M., & Jones, J. (2011). I don’t want to become a scientist”: undergraduate nursing students’ perceived value of course content. Australian Journal of Advanced Nursing, 28(4), 20-27.
  • Carlson, T. B. (2001). “Using Metaphors to Enhance Reflectiveness Among Preservice Teachers,” Journal of Physical Education, Recreation & Dance. 72, 1; ProQuest Education Journals, 49-53. Davis, B. (2008). Complexity and education: Vital simultaneities. Educational Philosophy and Theory, 40(1), 50-65. Dishman, R. K., Motl, R. W., Saunders, R., Felton, G., Ward, D. S., Dowda, M., & Pate, R. R. (2005). Enjoyment mediates effects of a school-based physical activity intervention. Medicine and science in sports and exercise, 37(3), 478-487.
  • Erkuş, A. (2011). Bilimsel araştırma süreci. (4th edition), Ankara: Seçkin Yayıncılık.
  • Graves, L. E., Ridgers, N. D., Williams, K., Stratton, G., Atkinson, G., & Cable, N. T. (2010). The physiological cost and enjoyment of Wii Fit in adolescents, young adults, and older adults. Journal of Physical Activity and Health, 7(3), 393-401.
  • Geçit, Y., & Gençer, K. (2011). Sınıf öğretmenliği 1. sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize Üniversitesi örneği). Marmara Coğrafya Dergisi, 23, 1-19.
  • Gibbs, R. W., Lima, P. L. C., & Francozo, E. (2004). Metaphor is grounded in embodied experience. Journal of pragmatics, 36(7), 1189-1210.
  • Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma (2nd edition). Ankara: Seçkin Yayıncılık.
  • Güveli, E., İpek, A. S., Atasoy, E., & Güveli, H. (2011). Sınıf öğretmeni adaylarının matematik kavramına yönelik metafor algıları. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2(2), 140-159.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2011). Okul yöneticilerinin teknoloji liderliğine ilişkin algıları: metafor analizi örneği. Eğitim Bilimleri Araştırmaları Dergisi-Journal of Educational Sciences Research, 1(1), 97-121.
  • Hartley, D. (2006) Excellence and enjoyment: the logic of a 'contradiction', British Journal of Educational Studies, 54(1), 3-14.
  • Hau-Siu Chow, I. (1995). Management education in Hong Kong: needs and challenges. International Journal of Educational Management, 9(5), 10-15.
  • Hearn, J. C. (1985). Determinants of college students' overall evaluations of their academic programs. Research in Higher Education, 23(4), 413-437.
  • Karagöz, Y., Bardakçı, S., Demir, B., Arslan, R., & Yemez, İ. (2016). İİBF Öğrencilerine Yönelik Matematik Tutum Ölçeği Geliştirilmesi. AİBÜ-İİBF Ekonomik ve Sosyal Araştırmalar Dergisi,12(2) 40-55.
  • Kavanagh, K. H., & Knowlden, V. (2004). Many Voices: Toward caring culture in health care and healing. Madison: The University of Wisconsin Press.
  • Kolt, G. S., Driver, R. P., & Giles, L. C. (2004). Why older Australians participate in exercise and sport. Journal of aging and physical activity, 12(2), 185-198.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil. (Translated by G. Y. Demir). İstanbul: Paradigma Yayınları.
  • Lumby, J. (2011). Enjoyment and learning: policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247-264.
  • Martins, D. C. (2008). Experiences of homeless people in the health care delivery system: a descriptive phenomenological study. Public health nursing, 25(5), 420-430.
  • Meyer, J. H., Shanahan, M. P., & Laugksch, R. C. (2005). Students' Conceptions of Research. I: A qualitative and quantitative analysis. Scandinavian journal of educational research, 49(3), 225-244.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
  • Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17 (4), 299–315.
  • Scanlan, T. K., & Lewthwaite, R. (1986). Social psychological aspects of competition for male youth sport participants: IV. Predictors of enjoyment. Journal of sport psychology, 8(1), 25-35.
  • Schram, C. M. (1996). A meta-analysis of gender differences in applied statistics achievement. Journal of Educational and Behavioral Statistics, 21(1), 55-70.
  • Schmitt, R. (2005). Systematic metaphor analysis as a method of qualitative research. The qualitative report, 10(2), 358-394.
  • Simpson, C., & Du, Y. (2004). Effects of learning styles and class participation on students' enjoyment level in distributed learning environments. Journal of education for library and information science, 45(2), 123-136.
  • Şen, Z. (2013). Türkiye’de Yüksek Lisans ve Doktora Eğitimi Kalitesinin İyileştirilmesi için Öneriler. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 3(1), 10-15.
  • Thomas, J., & Mengel, T. (2008). Preparing project managers to deal with complexity–Advanced project management education. International journal of project management, 26(3), 304-315.
  • Ting, K. F. (2000). A multilevel perspective on student ratings of instruction: Lessons from the Chinese experience. Research in Higher Education, 41(5), 637-661.
  • Uzun, E., Karakuş, T., Kurşun, E., & Karaaslan, H. (2007). Öğrenci gözüyle “aşırma”(intihal): neden ve çözüm önerileri. Akademik Bilişim, 07, 183 – 188.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Warner, R. (1980). Enjoyment. The philosophical review, 89(4), 507-526.
  • Woodgate, R. L. (2006). Living in a world without closure: Reality for parents who have experienced the death of a child. Journal of Palliative Care, 22(2), 75-82.

Identifying The Motives of Social Sciences Students for Learning Research Methods: A Phenomenological Study

Year 2019, Volume: 8 Issue: 2, 178 - 187, 23.09.2019

Abstract

Learning research methods is important for university students to improve their scientific papers’ quality. Therefore, universities include relevant courses in their curriculum. However, different elements may be in play regarding the students’ attention for these courses, and the lecturers should be aware of those factors. Hence, this research aims to identify students’ motives for learning research methods. Accordingly, a qualitative design was preferred in the study and university students’ perceptions were revealed through the metaphors they created. A total of 72 students at a foundation university participated in the study. Metaphors created by the students were later classified into six categories. 

References

  • Akhan, N. E., Kılıçoğlu, G., & Gedik, H. (2014). Sosyal Bilgiler Öğretmenliği Birinci Sınıf Öğrencilerinin Sosyal Bilgiler Ve Sosyal Bilimlere Yönelik Metaforları. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9/8 Summer, 73-90.
  • Alhadeff‐Jones, M. (2008). Three generations of complexity theories: Nuances and ambiguities. Educational Philosophy and Theory, 40(1), 66-82.
  • Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47. Birks, M., Cant, R., Al-Motlaq, M., & Jones, J. (2011). I don’t want to become a scientist”: undergraduate nursing students’ perceived value of course content. Australian Journal of Advanced Nursing, 28(4), 20-27.
  • Carlson, T. B. (2001). “Using Metaphors to Enhance Reflectiveness Among Preservice Teachers,” Journal of Physical Education, Recreation & Dance. 72, 1; ProQuest Education Journals, 49-53. Davis, B. (2008). Complexity and education: Vital simultaneities. Educational Philosophy and Theory, 40(1), 50-65. Dishman, R. K., Motl, R. W., Saunders, R., Felton, G., Ward, D. S., Dowda, M., & Pate, R. R. (2005). Enjoyment mediates effects of a school-based physical activity intervention. Medicine and science in sports and exercise, 37(3), 478-487.
  • Erkuş, A. (2011). Bilimsel araştırma süreci. (4th edition), Ankara: Seçkin Yayıncılık.
  • Graves, L. E., Ridgers, N. D., Williams, K., Stratton, G., Atkinson, G., & Cable, N. T. (2010). The physiological cost and enjoyment of Wii Fit in adolescents, young adults, and older adults. Journal of Physical Activity and Health, 7(3), 393-401.
  • Geçit, Y., & Gençer, K. (2011). Sınıf öğretmenliği 1. sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize Üniversitesi örneği). Marmara Coğrafya Dergisi, 23, 1-19.
  • Gibbs, R. W., Lima, P. L. C., & Francozo, E. (2004). Metaphor is grounded in embodied experience. Journal of pragmatics, 36(7), 1189-1210.
  • Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma (2nd edition). Ankara: Seçkin Yayıncılık.
  • Güveli, E., İpek, A. S., Atasoy, E., & Güveli, H. (2011). Sınıf öğretmeni adaylarının matematik kavramına yönelik metafor algıları. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2(2), 140-159.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2011). Okul yöneticilerinin teknoloji liderliğine ilişkin algıları: metafor analizi örneği. Eğitim Bilimleri Araştırmaları Dergisi-Journal of Educational Sciences Research, 1(1), 97-121.
  • Hartley, D. (2006) Excellence and enjoyment: the logic of a 'contradiction', British Journal of Educational Studies, 54(1), 3-14.
  • Hau-Siu Chow, I. (1995). Management education in Hong Kong: needs and challenges. International Journal of Educational Management, 9(5), 10-15.
  • Hearn, J. C. (1985). Determinants of college students' overall evaluations of their academic programs. Research in Higher Education, 23(4), 413-437.
  • Karagöz, Y., Bardakçı, S., Demir, B., Arslan, R., & Yemez, İ. (2016). İİBF Öğrencilerine Yönelik Matematik Tutum Ölçeği Geliştirilmesi. AİBÜ-İİBF Ekonomik ve Sosyal Araştırmalar Dergisi,12(2) 40-55.
  • Kavanagh, K. H., & Knowlden, V. (2004). Many Voices: Toward caring culture in health care and healing. Madison: The University of Wisconsin Press.
  • Kolt, G. S., Driver, R. P., & Giles, L. C. (2004). Why older Australians participate in exercise and sport. Journal of aging and physical activity, 12(2), 185-198.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil. (Translated by G. Y. Demir). İstanbul: Paradigma Yayınları.
  • Lumby, J. (2011). Enjoyment and learning: policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247-264.
  • Martins, D. C. (2008). Experiences of homeless people in the health care delivery system: a descriptive phenomenological study. Public health nursing, 25(5), 420-430.
  • Meyer, J. H., Shanahan, M. P., & Laugksch, R. C. (2005). Students' Conceptions of Research. I: A qualitative and quantitative analysis. Scandinavian journal of educational research, 49(3), 225-244.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
  • Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17 (4), 299–315.
  • Scanlan, T. K., & Lewthwaite, R. (1986). Social psychological aspects of competition for male youth sport participants: IV. Predictors of enjoyment. Journal of sport psychology, 8(1), 25-35.
  • Schram, C. M. (1996). A meta-analysis of gender differences in applied statistics achievement. Journal of Educational and Behavioral Statistics, 21(1), 55-70.
  • Schmitt, R. (2005). Systematic metaphor analysis as a method of qualitative research. The qualitative report, 10(2), 358-394.
  • Simpson, C., & Du, Y. (2004). Effects of learning styles and class participation on students' enjoyment level in distributed learning environments. Journal of education for library and information science, 45(2), 123-136.
  • Şen, Z. (2013). Türkiye’de Yüksek Lisans ve Doktora Eğitimi Kalitesinin İyileştirilmesi için Öneriler. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 3(1), 10-15.
  • Thomas, J., & Mengel, T. (2008). Preparing project managers to deal with complexity–Advanced project management education. International journal of project management, 26(3), 304-315.
  • Ting, K. F. (2000). A multilevel perspective on student ratings of instruction: Lessons from the Chinese experience. Research in Higher Education, 41(5), 637-661.
  • Uzun, E., Karakuş, T., Kurşun, E., & Karaaslan, H. (2007). Öğrenci gözüyle “aşırma”(intihal): neden ve çözüm önerileri. Akademik Bilişim, 07, 183 – 188.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Warner, R. (1980). Enjoyment. The philosophical review, 89(4), 507-526.
  • Woodgate, R. L. (2006). Living in a world without closure: Reality for parents who have experienced the death of a child. Journal of Palliative Care, 22(2), 75-82.
There are 34 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Burak Hergüner

Publication Date September 23, 2019
Published in Issue Year 2019 Volume: 8 Issue: 2

Cite

APA Hergüner, B. (2019). Identifying The Motives of Social Sciences Students for Learning Research Methods: A Phenomenological Study. Kırklareli Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 8(2), 178-187.