TÜRKÇE
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Information
| Code | ME1800 |
| Name | Thesis |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 0-0 (T-A) (17 Week) |
| ECTS | 24 ECTS |
| National Credit | 0 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Tez Çalışması |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
Prof. Dr. PERİHAN ARTUT
(A Group)
(Ins. in Charge)
Prof. Dr. KAMURAN TARIM (B Group) (Ins. in Charge) Doç. Dr. Gülfem SARPKAYA AKTAŞ (C Group) (Ins. in Charge) Prof. Dr. AYTEN PINAR BAL (D Group) (Ins. in Charge) |
Course Goal / Objective
Determination of a subject of interest in the field of mathematics education that has not been researched before, examination of related books, articles and materials, scientific research methods, data collection techniques, data analysis, description and interpretation of the findings, writing the thesis in the form of a scientific research report.
Course Content
The content of the course varies according to the doctoral student's field of study and the method used in the study.
Course Precondition
Not avaible
Resources
Quotes, L. APA 7 Citations. Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Akademi. Kaiser, G. (2020). Mathematical modelling and applications in education. Encyclopedia of mathematics education, 553-561. Trouche, L., Gueudet, G., & Pepin, B. (Eds.). (2019). The'resource'approach to Mathematics Education. Springer Nature. Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (2021). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In Situated cognition (pp. 151-233). Routledge. Cobb, P., Yackel, E., & McClain, K. (Eds.). (2012). Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. Routledge. Baykul, Y. (1997). lkögretimde matematik ögretimi. Ankara: Elit Yayıncılık. Çalıkoglu Bali, G. (2002). Matematik ögretiminde dil ögretimi. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 23, 57-61. Dickson, L., Brown, B. ve Gibson, O. (1993). Children learning mathematics: A teacher s guide to recent research. London: Cassell.
Notes
Horzum, T., Çelik, F., Gök, E., Kumlu, G. D. Y., Şahin, D., Yanış, H., ... & Hacıoğlu, Y. (2016). Reporting Suggestions for Theses Prepared in the Fields of Social Sciences: How to Write a Thesis?. Gazi University Journal of Gazi Education Faculty, 36(3). Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage publications. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Kincheloe, J. (2012). Teachers as researchers (classic edition): Qualitative inquiry as a path to empowerment. Routledge. Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Akademi.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Will be able to identify a subject of interest in the field of mathematics education and which has not been researched before. |
| LO02 | Examines books, articles and materials related to the subject. |
| LO03 | Knows the requirements of scientific research methods. |
| LO04 | He can write his thesis in the form of a scientific research report. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | 1- Based on master's qualifications, he/she develops and deepens current and advanced knowledge in the field with original thought and/or research at the level of expertise and reaches original definitions that will bring innovation to science. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | 2- Establishes relationships between various disciplines and sub-fields that the field is related to, and reaches original results by using their expertise in the analysis, synthesis and evaluation of new and complex ideas. | |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | 2-Develops a new scientific method that brings innovation to science or applies a known method to a different field; At this point, it designs and carries out an original research. | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | 3-Makes critical analysis, synthesis and evaluation of new and complex ideas. | 5 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 1- Contributes to science with an original, publishable work that brings innovation to science, develops a new scientific method or applies a known method to a field. | |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 2-Expands the limits of knowledge in the field by publishing scientific articles related to the field in national and/or international refereed journals. | 5 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 3- Takes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 4-It carries out its work independently or as a team member. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | 1-Creative and critical thinkers; develops new ideas and methods related to the field by using high-level mental processes such as problem solving and decision making. | 5 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | 2-Becomes a facilitator/director in education and training activities in his/her field. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | 3-Continues the teaching processes on an interactive and ethical basis. | |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | 4-Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | 5 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 1- Examines social relations and the norms that guide these relations with a critical perspective, develops them and manages actions to change them when necessary. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 2- Defends their original views in a community of experts. | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 3-Using a foreign language at least at the C1 General Level of the European Language Portfolio, communicates and discusses advanced written, oral and visual communication. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 4-Communicates by considering cultural differences in all national and international studies. | 4 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | 1- It contributes to the process of becoming an information society by introducing technological, social and cultural advances to the society in the academic and professional context. | |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | 2- Establishes functional interaction with relevant persons and institutions by using strategic decision-making processes in solving the problems encountered in the field. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | 3- It produces solutions on social, scientific and ethical issues related to its field and supports the development of these values at the national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Literatür review-1 | obtaining relevant resources | Öğretim Yöntemleri: Tartışma |
| 2 | Literatür review-2 | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 3 | Literatür review-3 | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Literatür review-4 | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Advanced information on thesis-1 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 6 | Advanced information on thesis-2 | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 7 | Advanced information on thesis-3 | Reading related resources | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 8 | Midterm exam | review of relevant resources | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 9 | Latest literature information on the thesis-1 | Reading related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | Latest literature information on the thesis-2 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 11 | Latest literature information on the thesis-3 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 12 | Latest literature information on the thesis-4 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 13 | Discussion about thesis work-1 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 14 | Discussion about thesis work-2 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 15 | Discussion about thesis work-3 | Reading related resources | Öğretim Yöntemleri: Tartışma |
| 16 | Final Exam | review of relevant resources | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Final Exam | review of relevant resources | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 36 | 504 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 5 | 10 | 50 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 2 | 2 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 600 | ||
| Total Workload / 25 (h) | 24,00 | ||
| ECTS | 24 ECTS | ||