Information Package / Course Catalogue
Criques and Analyses of Research in Science Education
Course Code: İFB530
Course Type: Area Elective
Couse Group: Second Cycle (Master's Degree)
Education Language: Turkish
Work Placement: N/A
Theory: 3
Prt.: 0
Credit: 3
Lab: 0
ECTS: 8
Objectives of the Course

At the end of the course, student; 1. Explores trends and issues related to research design. 2. Develops an understanding of the various components of research design and of the relationships among those components. 3. Identifies a research problem within students’ field of concentration, to generate appropriate research questions, and to explore the choice of an appropriate methodology and design. 4. Explores issues in designing a clearly focused, defensible research project. 5. Explains the language and approach of scientific research. 6. Describes how a suitable research "problem" is selected. 7. . Uses library resources and services.

Course Content

Emphasis on conceptualizing advanced educational research problems, analyzing data and interpreting data, and developing the methodology for dissertation proposals. Investigating and critically analyzing relevant research in science education.

Name of Lecturer(s)
Lec. Hediye CAN
Learning Outcomes
1.Evaluates the strengths and weaknesses of a particular research report.
2.Describes major considerations (content, organization, rules, style, etc.) related to writing formal, scientific research reports.
3.To do literature review
4.4 To identify the science education fields to conduct research
5. 5 To synthesize the results in a scientific research field
Recommended or Required Reading
1.American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th ed., Washington, D.C.: American Psychological Association.
2.Cohen, J. & Cohen, P. (1983). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, 2nd ed., New Jersey: Lawrence Erlbaum Associates Publishers.
3.Frankel, J.R. and Wallen, N.E. (1996). How to Design and Evaluate Research in Education, 3rd ed., New York, USA, Mc Grawhill, Inc.
4.Gravetter, F.J. & Wallnau, L.B. (2000). Statistics for the Behavioral Sciences, 5th ed., New York, USA, Wadsworth Thomson Learning.
5.McMillan, J. H. & Schumacher, S. (2001). Research in education: A conceptual introduction, 5th ed., New York: Longman.
6.Öner, N. (1997). Türkiye’de kullanılan psikolojik testler: bir başvuru kaynağı, 3. Basım, İstanbul: Boğaziçi Üniversitesi.
Weekly Detailed Course Contents
Week 1 - Theoretical
Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.
Week 2 - Theoretical
Raths, J. (1973). The emperor’s clothes phenomenon in science education. Journal of Research in Science Teaching, 10(3), 201-211.
Week 3 - Theoretical
Brewer, J. K. (1978). Effect size: The most troublesome of the hypothesis-testing considerations. Research Quarterly, 11(4), 7-10.
Week 4 - Theoretical
Brewer, J. K. (1972). On the power of statistical tests in the American Educational Research Journal. American Educational Research Journal, 9(3), 391-401.Brewer, J. K. (1978). Everything you always wanted to know about statistics but didn’t know how to ask. (p. 113-118). Dubuque: Kendall Hunt.
Week 5 - Theoretical
Brewer, J. K (1985). Behavioral statistics textbooks: Source of myths and misconceptions. Journal of Educational Statistics, 10(3), 252-268.Tversky, A., & Kahneman, D. (1971). Belief in the law of small numbers. Psychological Bulletin, 76(2), 105-110.
Week 6 - Theoretical
McMillan, J. H., & Schumacher, S. (2001). Sources of a literature review, Research in Education: A Conceptual Introduction. (pp. 111, 112, 121, 128, 149, 154, 156, 157), 5th Ed., New York: Longman.McMillan, J. H., & Schumacher, S. (2001). Guidelines for evaluating…, Research in Education: A Conceptual Introduction. (pp. 53-55, 69, 70) 5th Ed., New York: Longman.
Week 7 - Theoretical
Clark, R. E. (1985). Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses. Educational Technology Journal, 33(4), 249-262.Clark, R. E. (1991). When researchers swim upstream: Reflections on an unpopular argument about learning from media. Educational Technology, 31(2), 34-40.
Week 8 - Intermediate Exam
Glass, G. V. (1982). A meta-analysis: An approach to the synthesis of research results. Journal of Education in Science Teaching, 19(2), 93-112.Horton, P., McConney, A., Gallo, M., Woods, A., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping. Science Education, 77(1), 95-111. (Midterm)
Week 9 - Theoretical
Johnson, D. W., Johnson, P. T., & Stanne, M. B. (2000). Cooperative Learning Methods: A Meta-Analysis. Minneapolis, Minnesota: University of Minnesota.Horton, P.B., McConney, A. A., Woods, A. L., Barry, K., Krout H. L., & Doyle, B. K. (1993). A Content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989. Journal of Research in Science Teaching, 30(8), 857-870.
Week 10 - Theoretical
Shaver, J. (1983). The verification of independent variables in teaching methods research. Educational Researcher, 12(8), 3-9.
Week 11 - Theoretical
Koran, M., & Koran, J. (1984). Aptitude treatment interaction research in science education. Journal of Research in Science Teaching, 21(8), 793- 808.
Week 12 - Theoretical
Peckham, P. D., Glass. G. V., & Hopkins, K. D. (1969). The experimental unit in statistical analysis. Journal of Special Education, 3, 337-349.
Week 13 - Theoretical
Peckham, Hopkins, K. (1982). The unit of analysis: Group means versus individual observations. American Educational Research Journal, 19(1), 5-18, SpringP. D., Glass. G. V., & Hopkins, K. D. (1969). The experimental unit in statistical analysis. Journal of Special Education, 3, 337-349.
Week 14 - Theoretical
Hopkins, Borst, W. (1999). Guidelines for Writing in APA Style. Phenix City: Troy State University. (Final)
Assessment Methods and Criteria
Type of AssessmentCountPercent
Midterm Examination1%30
Final Examination1%70
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory1463126
Individual Work140228
Midterm Examination120323
Final Examination120323
TOTAL WORKLOAD (hours)200
Contribution of Learning Outcomes to Programme Outcomes
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PÇ-2
PÇ-3
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PÇ-5
PÇ-6
PÇ-7
PÇ-8
PÇ-9
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PÇ-11
PÇ-12
PÇ-13
PÇ-14
PÇ-15
OÇ-1
3
4
2
1
4
5
5
1
OÇ-2
3
5
2
1
5
1
5
5
2
OÇ-3
5
5
5
5
5
OÇ-4
5
5
5
5
5
5
5
5
OÇ-5
5
5
5
5
5
5
5
5
Adnan Menderes University - Information Package / Course Catalogue
2026