Abstract
Eğitim
fakülteleri araştırmacıları eğitim araştırmaları, alan araştırmaları ve alan
eğitimi araştırmaları yapmaktadırlar. Tüm bu araştırma türleri önemlidir ve
fakültelerin gelişimine katkı sağlamaktadır. Ancak, bazı araştırmacılar, eğitim
fakültesi olduğu için eğitim ve alan eğitimi araştırmalarının daha fazla
önemsenmesi gerekliliğini belirtmektedir. Öte yandan, alan araştırmacıları
bilimin çekirdeğini alan eğitimi araştırmalarının oluşturduğunu ileri
sürmektedir. Bu argümanları baz alan bu çalışma, eğitim fakültesi
araştırmacılarına kulak vermeye çalışmıştır. Bu kapsamda, çalışmanın amacı,
araştırmacıların bilimsel araştırma, eğitim araştırmaları, alan araştırmaları
ve alan eğitimi araştırmaları algılarını belirlemektir. Bu amacı
gerçekleştirmek için, olgubilim deseni tercih edilmiştir. Maksimum çeşitlilik
örnekleme yöntemi ile belirlenen örneklemde Atatürk Üniversitesi Eğitim
Fakültesi’nde çalışan 10 araştırmacı yer almıştır. Görüşme yoluyla elde edilen
veriler içerik analizine tabi tutulmuştur. Analiz sonucuna göre, araştırmacılar
bilimsel araştırmayı veri toplama ve analiz etmenin sistematik süreci, alan
araştırmasını bir disiplinin doğasını analamaya çalışan kuramsal araşatırma,
eğitim araştırmasını eğitim ve öğretimle alakalı olan uygulamalı araştırma ve
alan eğitimi araştırmasını eğitim ve alan araştırmalarının birleşimi olarak
tanımlamaktadır. Ayrıca, alan eğitimi araştırmalarının politika ve alan eğitimi
araştırmacı sayısının azlığı gibi nedenlerden dolayı ülkenin eğitim sistemine
katkı sağlamadığı sonucuna ulaşılmıştır.
Keywords
Bilimsel araştırma eğitim araştırması alan araştırması alan eğitimi araştırması araştırmacı
References
- References Bai, L. & Hudson, P. (2011). Understanding Chinese TEFL academics’ capacity for research. Journal of Further and Higher Education, 35(3), 391-407. Bai, L. & Millwater, J. (2011). Chinese TEFL academics’ perceptions about research: An institutional case study, Higher Education Research & Development, 30(2), 233-246. Bai, L., Millwater, J. & Hudson, P. (2012). Chinese Teaching English as a Foreign Language (TEFL) academics’ perceptions about research in a transitional culture, Journal of Higher Education Policy and Management, 34(1), 91-102. Biesta, G. J. J. (2007). Bridging the gap between educational research and educational practice: the need for critical distance. Educational Research and Evaluation, 13(3), 295-301. Brew, A. (2001) Conceptions of research: A phenomenographic study, Studies in Higher Education, 26(3), 271-285.
- Bruce, C.; Pham, B. & Stoodley, I. (2014). Constituting the significance and value of research: views from information technology academics and industry professionals. Studies in Higher Education, 29(2), 219-238.
- Burkhardt, H. & Schoenfeld, A. H. (2003). Improving educational research: toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3-14.
- Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Everton, T., Galton, M. and Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17(4) 373–401. Ekiz, D. (2006). Sınıf öğretmenlerinin eğitim araştırmalarına karşı tutumları, Kuram ve Uygulamada Eğitim Bilimleri, 6(2), 373-402.
- Fraenkel, J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th Edt.). London: McGraw Hill. Hemsley-Brown, J.V. & Sharp, C. (2003). The use of research to improve professional practice: a systematic review of the literature. Oxford Review of Education, 29(4), 449-470. Isakson, R. L. & Ellsworth, R. (1978). Teachers’ attitudes toward educational research: It’s time for a change. Teacher Educator, 14 (2), 8-13. Isakson, R. L. & Ellsworth, R. (1979). The measurement of teacher attitudes toward educational research. Educational Research Quarterly, 4(2), 12-18. Johnson, B. & Christensen, L. (2004). Educational research: quantitative, qualitative and mized approaches. USA: Pearson. Kiley, M. & Mullins, G. (2005) Supervisors' conceptions of research: What are they?, Scandinavian Journal of Educational Research, 49(3), 245-262.
- McMillan, J. & Schumacher, S. (2014). Research in education: evidence-based inquiry (7th Edition). USA: Pearson.
- Mortimore, P. (September, 1999). Does educational research matter? Paper presented at the Annual Conference, University of Sussex, Brighton, UK.
- Nisbet, J. (2005). What is educational research? Changing perspectives through the 20th century, Research Papers in Education, 20(1), 25-44.
- Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Middleton, H.(2008), University academics’ experience of research and its relationship to their experience of teaching, Instructional Science, 36(1),3-16. Singer, R. S., Nielsen, N. R. & Schweingruber, H. A. (Editors) (2012). Discipline-based education research: understanding and improving learning in undergraduate science and engineering. Washington DC: The National Academies Press. Williams, D., & Coles, L. (2003). The use of research by teachers: information literacy, access and attitudes. Final report on the study funded by ESRC. Retrieved from http://www.rgu.ac.uk/files/ACF2B02.pdf . Vanderlinde, R. & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. Yavuz, M. (2009). Eğitim araştırmaları ile ilgili öğretmen ve yönetici görüşlerinin analizi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 143-158.
Abstract
The researchers of educational faculties conduct
educational research, pure scientific research or discipline-based educational
research as to their interest. All of
these research are important and contribute to the improvement of these
faculties. However, as these faculties take the name of education, there are
some opinions that tell educational and discipline-based educational research
should be more focused on. On the other hand, pure scientific researchers
believe that the kernel of science is pure scientific research. Based on these
arguments, this study tried to give voice to researchers of educational
faculties. Thus, the aim of this study is to identify researchers’ perceptions
of scientific research (SR), pure scientific research (PSR), educational
research (ER) and discipline-based educational research (DBER). To achieve this
goal, phenomenology was carried out. The sample was formed through maximum
variation sampling. The participants of the study consisted of 10 researchers
working at Atatürk University Kâzım Karabekir Education Faculty. The data
obtained through semi-structured interviews were analyzed through content
analysis. The findings showed that the researchers described the SR as a
systematic process of gathering and analyzing data; PSR as theoretical research
which tried to understand the nature of a discipline; ER as an applied research
related to education and training; and DBER as a combination of ER and PSR.
Moreover, it was seen that the researchers belived that DBER did not contribute
to the educational system of country due to some reasons such as politicy and
lack of DBER researchers.
Keywords
scientific research educational research pure scientific research discipline-based educational research
References
- References Bai, L. & Hudson, P. (2011). Understanding Chinese TEFL academics’ capacity for research. Journal of Further and Higher Education, 35(3), 391-407. Bai, L. & Millwater, J. (2011). Chinese TEFL academics’ perceptions about research: An institutional case study, Higher Education Research & Development, 30(2), 233-246. Bai, L., Millwater, J. & Hudson, P. (2012). Chinese Teaching English as a Foreign Language (TEFL) academics’ perceptions about research in a transitional culture, Journal of Higher Education Policy and Management, 34(1), 91-102. Biesta, G. J. J. (2007). Bridging the gap between educational research and educational practice: the need for critical distance. Educational Research and Evaluation, 13(3), 295-301. Brew, A. (2001) Conceptions of research: A phenomenographic study, Studies in Higher Education, 26(3), 271-285.
- Bruce, C.; Pham, B. & Stoodley, I. (2014). Constituting the significance and value of research: views from information technology academics and industry professionals. Studies in Higher Education, 29(2), 219-238.
- Burkhardt, H. & Schoenfeld, A. H. (2003). Improving educational research: toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3-14.
- Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Everton, T., Galton, M. and Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17(4) 373–401. Ekiz, D. (2006). Sınıf öğretmenlerinin eğitim araştırmalarına karşı tutumları, Kuram ve Uygulamada Eğitim Bilimleri, 6(2), 373-402.
- Fraenkel, J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th Edt.). London: McGraw Hill. Hemsley-Brown, J.V. & Sharp, C. (2003). The use of research to improve professional practice: a systematic review of the literature. Oxford Review of Education, 29(4), 449-470. Isakson, R. L. & Ellsworth, R. (1978). Teachers’ attitudes toward educational research: It’s time for a change. Teacher Educator, 14 (2), 8-13. Isakson, R. L. & Ellsworth, R. (1979). The measurement of teacher attitudes toward educational research. Educational Research Quarterly, 4(2), 12-18. Johnson, B. & Christensen, L. (2004). Educational research: quantitative, qualitative and mized approaches. USA: Pearson. Kiley, M. & Mullins, G. (2005) Supervisors' conceptions of research: What are they?, Scandinavian Journal of Educational Research, 49(3), 245-262.
- McMillan, J. & Schumacher, S. (2014). Research in education: evidence-based inquiry (7th Edition). USA: Pearson.
- Mortimore, P. (September, 1999). Does educational research matter? Paper presented at the Annual Conference, University of Sussex, Brighton, UK.
- Nisbet, J. (2005). What is educational research? Changing perspectives through the 20th century, Research Papers in Education, 20(1), 25-44.
- Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Middleton, H.(2008), University academics’ experience of research and its relationship to their experience of teaching, Instructional Science, 36(1),3-16. Singer, R. S., Nielsen, N. R. & Schweingruber, H. A. (Editors) (2012). Discipline-based education research: understanding and improving learning in undergraduate science and engineering. Washington DC: The National Academies Press. Williams, D., & Coles, L. (2003). The use of research by teachers: information literacy, access and attitudes. Final report on the study funded by ESRC. Retrieved from http://www.rgu.ac.uk/files/ACF2B02.pdf . Vanderlinde, R. & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. Yavuz, M. (2009). Eğitim araştırmaları ile ilgili öğretmen ve yönetici görüşlerinin analizi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 143-158.
Details
| Primary Language | English |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | July 2, 2018 |
| Published in Issue | Year 2018Volume: 7 Issue: 2 |
