International Journal of Innovative Approaches in Education
Abbreviation: IJIAPE | ISSN (Print): 2602-4780 | ISSN (Online): 2602-4489 | DOI: 10.29329/ijiape

Original article    |    Open Access
International Journal of Innovative Approaches in Education 2022, Vol. 6(4) 210-234

Compilation of “Suggestions” Section in Postgraduate Theses with Scientific Research Theme in Educational Sciences

Ömer Kırbaş, Alptürk Akçölteki̇n & Fatih Doğan

pp. 210 - 234   |  DOI: https://doi.org/10.29329/ijiape.2022.503.2

Published online: December 31, 2022  |   Number of Views: 99  |  Number of Download: 304


Abstract

This study aims to compile the suggestions in the postgraduate theses prepared with the theme of "scientific research (SR) in Turkey between 2000-2022 years. In the study, 4 sub-themes were chosen for the scientific research theme; "scientific research methods (SRM)”, "scientific research processes (SRP)", "scientific consistency (SC)", and "scientific self-efficacy, (SSE)". The data were obtained from the suggestions sections of the studies conducted for the keywords obtained by so-called sub-themes at the Higher Education National Thesis Center (HENTC). The document analysis method was used in the research. A total of 40 theses including 27 master's and 13 doctoral theses were compiled and reviewed in the study. Then the findings obtained by using the MAXQDA 18 package program were mapped as the percentage (%) and frequency (F) values. In the research, theses written for 4 different groups were investigated; teachers, pre-service teachers, middle school students, and graduate students. Accordingly, the findings were arranged according to the groups and interpreted. Accordingly, in studies on teachers, it was obtained findings about the need for in-service training to be given to teachers to be more experienced in scientific research and to conduct research on a wider scale. Secondly, in studies conducted for pre-service teachers, it was determined that updates should be made to include more scientific research in the curricula for pre-service teachers. On the other hand in the studies conducted for secondary school students, it was concluded that experiments and laboratory activities would contribute to students' learning of scientific processes. And finally, in the studies on graduate students, it was determined that there was a consensus that the hours and subjects of scientific research courses should be increased.

Keywords: Document Analysis, Scientific Research, Suggestions, Self-efficacy


How to Cite this Article

APA 6th edition
Kirbas, O., Akcolteki̇n, A. & Dogan, F. (2022). Compilation of “Suggestions” Section in Postgraduate Theses with Scientific Research Theme in Educational Sciences . International Journal of Innovative Approaches in Education, 6(4), 210-234. doi: 10.29329/ijiape.2022.503.2

Harvard
Kirbas, O., Akcolteki̇n, A. and Dogan, F. (2022). Compilation of “Suggestions” Section in Postgraduate Theses with Scientific Research Theme in Educational Sciences . International Journal of Innovative Approaches in Education, 6(4), pp. 210-234.

Chicago 16th edition
Kirbas, Omer, Alpturk Akcolteki̇n and Fatih Dogan (2022). "Compilation of “Suggestions” Section in Postgraduate Theses with Scientific Research Theme in Educational Sciences ". International Journal of Innovative Approaches in Education 6 (4):210-234. doi:10.29329/ijiape.2022.503.2.

References
  1. Abruscato, J. (2000). Teaching children science: A discovery approach, 5th ed. Boston: Allyn and Bacon. [Google Scholar]
  2. Akçöltekin, A. (2021). Öğretmenler İçin Bilimsel Araştırmanın Basamakları. Ankara: Nobel Yayıncılık. [Google Scholar]
  3. Aktamış, H. (2009). A Study of developing Scientific Process Skills inventory towards Science And Technology Course(Fen ve teknoloji dersine yönelik bilimsel süreç becerileri ölçeği geliştirme çalişmasi). Journal of Buca Faculty of Education. 52-56. [Google Scholar]
  4. Alabay, E. (2013). The effect of sciencestart assisted science education program on childrens scientific process skills and trust and orientation in scientific attitude (Sciencestart destekli fen eğitim programının 60-72 aylık çocukların bilimsel süreç becerilerine ve bilimsel tutuma güvenme ve yönelime etkisi) (Doctoral Thesis). Konya Selçuk Üniversitesi. [Google Scholar]
  5. Aydemir, S., Ugras, M., Cambay, O., & Kilic, A. (2017). Prospective pre-school teachers’ views on the nature of science and scientific inquiry (Fen Bilgisi Öğretmen adaylarının bilimsel sorgulamaya ilişkin görüşleri: Türkiye ve Tayvan Örneği). Üniversitepark Bülten, 6(2), 74-87. [Google Scholar]
  6. Aydoğdu, B. (2014). Science Process Skills (Bilimsel Süreç Becerileri). Science Teaching. Ankara, 99. [Google Scholar]
  7. Aydoğdu, B., & Ergin, Ö. (2008). The Effects of Open-Ended and Inquiry-Based Laboratory Techniques on Students’ Science Process Skills (Fen ve teknoloji dersinde kullanılan farklı deney tekniklerinin öğrencilerin bilimsel süreç becerilerine etkileri). Ege Journal of Education, 9(2), 15-36. [Google Scholar]
  8. Bagci-Kilic, G. (2003). Concept maps and language: a Turkish experience(Kavram haritaları ve dil: bir Türk deneyimi). International Journal of Science Education, 25(11), 1299-1311. [Google Scholar]
  9. Berg, B. L. & Lune, H. (2015). Qualitative Research Methods In The Social Sciences. H. Aydın (Trs. Edt). Konya: Education Bookstore [Google Scholar]
  10. Cheng, V. M. Y. (2004). Developing physics learning activities for fostering student creativity in Hong Kong context. AsiaPasific Forum on Science Learning and Teaching, 5(2). [Google Scholar]
  11. Çepni, S., & Çil, E. (2009). Science and technology program. primary school 1st and 2nd level teacher's handbook(Fen ve Teknoloji Programı (Tanıma, planlama, uygulama ve sbs'yle ilişkilendirme) 1. ve 2. kademe öğretmen el kitabı.). Ankara: Pegem Academy. [Google Scholar]
  12. Çepni, S., Ayas, A.P., Johnson, D., & Turgut, M.F. (1996). Physics Teaching (Fizik öğretimi). Ankara: National Education Development Project Pre-Service Teacher Training Trial Edition. [Google Scholar]
  13. Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd edition). New Jersey: Pearson International Education. [Google Scholar]
  14.   [Google Scholar]
  15. Demir, M. (2007). The factors affecting the pre-service primary teachers'adequacies on science process skills. Doctoral Thesis. Ankara. [Google Scholar]
  16. Doğan, N. (2017). Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle (Bilimsel sorgulamaya ilişkin görüşleri geliştirmek için probleme dayalı öğrenme ve bilim tarihi yaklaşımlarının harmanlanması: eski bir şişede yeni şarap.). Journal of Education and Training Studies, 5 (10)., ISSN 2324-805X E-ISSN 2324-8068 [Google Scholar]
  17. Ergin, Ö., Şahin-Pekmez, E., & Öngel-Ekdal, S. (2005). Experimental science teaching from theory to practice(Kuramdan uygulamaya deney yoluyla fen öğretimi). İzmir: Dinazor Bookstore. [Google Scholar]
  18. Geray, H. (2006). Introduction to quantitative and qualitative methods in social research; with examples from the field of communication (Toplumsal araştırmalarda nicel ve nitel yöntemlere giriş: İleişim alanından örneklerle). Ankara: Siyasal Bookstore. [Google Scholar]
  19. Germann, P.J. (1994). Testing a model of science process skills acquisition: an interaction with parents’ education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge. . Journal of Research in Science Teaching 31(7),749-783. [Google Scholar]
  20. Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4),233-252. [Google Scholar]
  21. Houser, J. (2015). Nursing research: reading, using, and creating evidence. (3rd ed.). . Burlington: Jones ve Bartlett Learning. [Google Scholar]
  22. Innamorato, G. (1998). Creativity in the development of scientific giftedness: Educational implications. Roeper Review, 21(1), 54-59. [Google Scholar]
  23. Karasar, N. (2005). Scientific Research Method (Bilimsel Araştırma Yöntemleri) (17. Pressing). Ankara: Nobel publication distribution. [Google Scholar]
  24. Kuckartz, U. (2010). Einführung in die computergestützte Analyse qualitativer Daten (Vol. 3). Wiesbaden: VS Verlag für Sozialwissenschaften. [Google Scholar]
  25. Liang, J.-C. (2002). Exploring scientific creativity of eleventh grade students in Taiwan. Austin: The University of Texas at Austin. [Google Scholar]
  26. Meador, K.S. (2003). Thinking creatively about science suggestions for primary teachers. Gifted Child Today, 26(1), 25-29. [Google Scholar]
  27. Rillero, P. (1998). Process skills and content knowledge. Science activities, 35 (3). [Google Scholar]
  28. Padilla, M.J. (1990). The science process skills. Research Matters-to the science Teacher, 9004, 1-4. [Google Scholar]
  29. Rambuda, A. M., & Fraser, W. J. (2004). Perceptions of teachers of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. South African Journal of Education, 24(1), 10-17. [Google Scholar]
  30. Ramig, J.E., Bailer, J., & Ramsey, J.M. (1995). Teaching Science Process Skills. USA: New York: Good Apple. [Google Scholar]
  31. Smith, M.U., & Scharmann, L.C. (1999). Defining Versus Describing the Nature of Science: A Pragmatic Analyses for Classroom Teachers and Science Educators. Science Education, 493-509. [Google Scholar]
  32. Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57. [Google Scholar]
  33. Wach, E. & Ward, R. (2013). Learning about qualitative document analysis. Przedsiębiorczość-Edukacja, (9), 246-257. [Google Scholar]
  34. Wang, J., An, G., Ma, Y., & Cai, C. (2017). Research on Relationships Between Two Kinds of Scientific Epistemology Held by High School Science Teachers From Beijing and New York. Educational Sciences: Theory & Practice, 17,, 905–922. [Google Scholar]