Impacts of Project Preparation Course for Students Studying at Postgraduate Education in the Field of Educational Sciences: A National Project Example

Öz

This research was carried out within the scope of a Scientific Educational Activities Support Project supported by TUBITAK 2237-A. The purpose of this study is to evaluate this project in the context of participants' opinions for six days of training and examination of changes in research competencies and research intended anxieties. Twenty-four students from different graduate programs participated in the research. A questionnaire was used as a tool to collect during the interview. This study was designed by a weak experimental design. The impact of the practice in this design is tested by studies performed on a single group. Three different data collection tools were used in the research. One of these tools is the interview form, and others are graded scales. Two types of data were obtained in terms of data analysis in this study. One of these is qualitative data obtained from interview forms. The other is quantitative data obtained from graded scales. As a result of the training, almost all participants stated that they would write project and they would not be undaunted before the challenges by confronting this work. Even if learning the phases of project writing was among the project’s important objective, the ultimate objective is that each participant will prepare a project by creating his/her own team. For this reason, an increase in the project writing wishes of participants is an essential indicator of attaining the aim at the end of the course.

Anahtar Kelimeler

• Project writing
• project evaluating
• project

Kaynakça

1. Avcı, E., Özenir, Ö. S., & Yücel E. (2016). Students' experiences during tubıtak secondary education students' research projects competition and ıts contribution to their university life. Uşak Üniversitesi Journal of Social Sciences, 9(27/3), 1-21.
2. Aydın, M., Bacanak, A., & Çepni, S. (2013). Fen ve teknoloji öğretmenlerinin proje tabanlı öğretim yöntemi (PTÖY) ile ilgili ihtiyaçlarının incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7, 1-31.
3. Baki, A., & Bütüner, S. Ö. (2009). Reflections on the project implementation process in a primary school in rural area. Elementary Education Online, 8(1),146-158.
4. Birinci Kalkınma Planı (1963). First development plan, 1963-1697. Retrieved from: http://www.sbb.gov.tr/wp-content/uploads/2018/10/Birinci_Bes_Yillik_Kalkinma_Plani-1962-1967.pdf
5. Büyüköztürk, Ş. (1997). Developing anxiety scale for research, Educational administration: Theory and Practice, 3(4), 453-464.
6. Büyüköztürk, Ş. (1999a). Research qualifications of primary school teachers. Educational administration: Theory and Practice, 18, 257-269.
7. Büyüköztürk, Ş. (1999b). Relationship between research anxiety and gender, research experience and research success, Education and Science, 23(112), 29-34.
8. Cohen, L, Manion L., & Morrison K. (2000). Research methods in education. New York: Routledge Falmer.

9. Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River: Pearson.
10. Dede, Y., & Yaman, S. (2003). The status, importance and evaluation of teaching with projects in the science and mathematics instruction, Gazi University Gazi Faculty of Education Journal, 23(1), 117-132.
11. Donmuş, V., & İzci, E. (2016). An Investigation of the teachers’ views on the elective project preparation course ın high school. Fırat University Journal of Social Sciences 26(2), 189-200.
12. Güler, T. (2010). The effects of an ecology based environmental education on teachers’ opinions about environmental education. Education and Science, 34(151), 30-43.
13. Kavacık, İ., Kılınç, H., & Kavacık, L. (2015). Ivestigation of secondary school science teachers' opinions about the project preparation process for this is my work project competition according to some variables, 24th National Educational Sciences Congress, Niğde.
14. Kubinova, M., Novotna, J., & Littler, G. H. (1998). Projects and mathematical puzzles-a tool for development of mathematical thinking. Mathematics Education, II, 53.
15. Memişoğlu, H., (2001). Project based learning approach in teaching of the social sciences course. Unpublished Doctoral Dissertation, Gazi University, Institute of Educational Sciences, Ankara.
16. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: London: Sage Publications.
17. Newman, K. A. (1994). Researching teachers in residence: Bringing more minority teachers and preservice teachers into the research arena. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, April 4-10, 1994. (ERIC ED3750854).
18. Ünver, A. O., Arabacıoğlu, S., & Okulu, H. (2015). Teachers’ thoughts about the guidance process of ‘this is my work project competition. Muğla Sıtkı Koçman University Faculty of Education Journal, 2(2), 12-35.
19. Önen, F., Mertoğlu, H., Saka, M., & Gürdal, A. (2010). The effects of in service training on teachers’ knowledge about project-based learning and competencies for conducting projects: Öpyep case. Journal of Kirsehir Education Faculty, 11(1), 137-158.
20. Özel, M., & Akyol, C. (2016). Problems, peasons, and solutions faced in preparing projects. Gazi University Gazi Faculty of Education Journal, 36(1), 141-173.
21. Öztuna-Kaplan, A., & Diker-Coşkun, Y. (2012). Difficulties encountered in project-based teaching practices and an action research on solution suggestions. Mersin University Faculty of Education Journal, 8(1), 137-159.
22. Peten, D. M., Yaman, F., Vekli, G. S., & Çavuş, M. (2019). Improving preservice science teachers’ ability to write/prepare projects to TUBITAK grant program. International Journal of Social Sciences and Education Research, 5(1), 78-90.
23. Piburn, M. D. (1992). Teaching a hypothesis testing strategy to prospective teachers. Journal of Science Teacher Education, 3(2), 42-46.
24. Saracaloğlu, A. S. (2008). The relationship between post graduate students' academic motivation level, research anxiety and attitudes with their research competence, Yüzüncü Yıl University Journal of Education Faculty, 5(2), 179-208.
25. Sözer, Y. (2017). Investigation of the project development process of the pupils who attend to the tubitak research project contest: An Action Research. Inonu University Journal of the Faculty of Education, 18(2), 139-158.
26. Tatlı, Z. (2016). Teachers opinions about project development processes. Yüzüncü Yıl University Journal of Education Faculty, 13(1), 631-656.
27. Timur, B., & İmer Çetin, N. (2017). Science teachers’ competencies towards developing project: The effect of in-service teacher education program. Journal of Kirsehir Education Faculty, 18(2), 97-111.
28. The Scientific and Technological Research Council of Turkey (TUBITAK). (2019). TUBITAK activity report 2019. https://www.tubitak.gov.tr/sites/default/files/18842/tubitak_2019_yili_faaliyet_raporu.pdf.