Scientific Research Methods Course Research Articles

11. ENHANCING EVIDENCE-BASED MEDICINE COMPETENCE IN THIRD-YEAR STUDENTS THROUGH BASIC SCIENCE RESEARCH TRAINING: OUTCOMES AND FINDINGS

Background: In 2022, for the first time, the Faculty of Medicine, Dai Nam University applies scientific research methods to 3rd year medical students.
 Objective: To evaluate the impact of the Medical Scientific Research Methods module on medical students’ skills and knowledge.
 Methods: This pre-test post-test pilot study used a prospective descriptive exploratory method by non-probability convenience sampling of all people participating in the course “Medical science research methods,” which was compulsory for 3rd-year medical students, Faculty of Medicine, Dai Nam University, from August to December 2022. The study invited a total of 89 students from two classes to participate. At the beginning of the course, 82 students completed the survey, while 66 students responded to the second survey after completing the course.
 Result: This study demonstrated that an undergraduate research methods course had a meaningful impact on medical literature search behaviors, understanding of medical research terminology, and confidence in evidence-based medical practice among students. However, despite these positive results, the knowledge and skills of students in evidence-based medicine were limited.
 Conclusion: The scientific research methods course has significantly improved students’ EBM knowledge and skills, albeit with some limitations. However, this study highlights the need for continued training programs and practical experience in medical research to enhance further and maintain learners’ proficiency in EBM.

Views of pre-service teachers on the research-based teacher education approach

In this study, the aim was to complete an investigation based on the views of pre-service teachers taking a scientific research methods course grounded on the critical features of the research-based teacher education approach. Within this scope, answers to the questions of “what are the views of pre-service teachers about (a) the outcomes provided by the research methods course, (b) the reasons for teachers to have research competencies, and (c) the professional function of scientific studies?” were sought. This research was designed with the basic qualitative research pattern. The researcher developed an interview form comprising open-ended questions to specify the views of pre-service teachers, which were the research target. To create the study group for the research, criterion sampling was chosen from the targeted sampling methods. The study was completed with 110 pre-service teachers attending the educational faculty of a state university in Turkey. A detailed analysis process was completed in four stages for the research data. Analyses were performed on statements reporting a total of 684 views. Pre-service teachers showed development in 25 subcategories classified into research competence, professional competence, and personal growth. Teachers’ need for research competency was justified based on the needs of contemporary teachers, the requirements due to the nature of the class, and ensuring the optimal conditions for effective teaching. Pre-service teachers’ views on the professional function of scientific studies were examined under five categories. These are reliable knowledge, real context, ideal practice, beyond experience, and distance from being guides. The research findings can be interpreted as the fact that teacher education practices which take the principles of the research-based teacher education approach into account have the potential to achieve the teacher qualifications targeted by this approach. Considering the potential of these qualifications to fulfill the complex and high-level expectations demanded from the teacher, it is recommended that studies be conducted on how the principles of research-based teacher education can be integrated into existing teacher education programs.
 Received: 17 September 2021Accepted: 20 September 2022

The impact of the Sports Science Students' Attitudes towards the Scientific Research Methods Course on their Critical Thinking Skills

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

The use of augmented reality technology in the teaching of the “Scientific Research Methods” course: experimental study

Purpose: The purpose of this study aimed to identify the effect of using (AR) approach on academic teaching for students of the second year of LIS Department at the Faculty of Arts, Menoufia University, in the on “Scientific Research Methods”. This is to find out the students ’trend towards using Augmented Reality AR approach in teaching.Design/methodology/approach: The study indented to use the experimental method based on the design of two groups, The selected sample was (78) students , they were divided into two groups , each group composed 39 students , first is controlled were taught using the normal teaching method , the second is experiment were taught with Augmented (AR) approach, The study used the Zapworks- Zappar application based on (AR) approach.Findings: . Among the most important results of this study is that learning using Augmented Reality AR approach has achieved an 85% increase in Understanding and comprehension, of students who studied using “Augmented Reality” AR approach, on students who studied in the traditional way, this confirms the effectiveness of using Augmented Reality AR approach in teaching. Practical implications: Transforming the scientific research methods course into an interactive that includes text, audio, video, mind maps and infographics, which helps to attract students, encourage them and increase their motivation towards learning.Originality/value: This study is the second study in the field of library and information science to use technology in teaching .

Changes in Nature of Science Understandings of Preservice Chemistry Teachers in an Explicit, Reflective, and Contextual Nature of Science Teaching

This study aimed to investigate changes in the understandings of the Nature of Science (NOS) of preservice chemistry teachers after participating in the explicit, reflective, and contextual NOS teaching. The sample of the study consisted of nine preservice chemistry teachers who attended scientific research methods course at the undergraduate level. The study was designed and conducted according to the qualitative research method. Preservice chemistry teachers' understandings of the NOS was collected through the "Views on the Nature of Science-C" (VNOS-C) questionnaire, which consists of 10 open-ended items. The questionnaire was translated and applied before and after an explicit, reflective, and contextual NOS teaching. The data were analyzed descriptively through the use of a rubric. To ensure the reliability of the collected data, interviews were also conducted with participants to clarify their answers to the questions. According to the results, it was determined that the majority of the participants had a very poor understanding of NOS before teaching. It was determined that changes in the understandings did not occur at the desired level for all NOS aspects despite some positive changes after the teaching.

Pre-service teachers' attitudes towards scientific research methods course: (The sample of Gazi University, Gazi Faculty of Education)

The aim of this study is to determine the attitudes of the students of Gazi University Gazi Education Faculty towards Scientific Research Methods (SRM) course. The survey model was used in this descriptive study. In the study, 20-item 'Attitude Scale towards Scientific Research Methods Course' developed by Yaşar (2014) was used. The study population consisted of 308 pre-service teachers attending the German Language Education, Arabic Language Education, French Language Education, English Language Education, Philosophy Group Education, department of primary education and Preschool Teacher Education Departments at Gazi University, Gazi Faculty of Education in the spring term of 2017-2018 academic year. As a result of the research, it is difficult to say that the pre-service teachers have positive attitudes at the desired level towards the SRM course. It was determined that the pre-service teachers of the Philosophy Group had more positive attitudes towards the SRM course than the pre-service teachers of the other departments.

Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz

The purpose of the present study was to investigate the reflections of gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in learning environments. It was also aimed to investigate whether the utilization of the gamification tool led to a difference in academic achievement and student engagement. Three research groups were determined; two experimental groups where 7E instructional model gamified with Kahoot and Quizizz was implemented and a control group where conventional 7E instruction method was implemented. The groups were determined by random assignment of 97 pre-service teachers who took scientific research methods course in the 2017–2018 academic year spring semester. However, since only 71 of the assigned pre-service teachers voluntarily participated in the study, the study data included 71 pre-service teachers. At the beginning and the end of the six-week-long instruction activities, the academic achievement test and student engagement scale on the content instructed in the six-week-long scientific research methods course were applied. Furthermore, in-depth views of pre-service teachers were obtained with focus group interviews. Therefore, the study was conducted with mixed design principles. The study findings demonstrated that the scientific research methods academic achievement x student engagement × group interaction model (Wilks's lambda = .819, F[2, 66] = 7.301, p <0.05) was significant. The activities gamified with Kahoot application, albeit statistically insignificant, had a more positive impact on academic achievement and student engagement when compared to the other groups. On the other hand, it was observed that the positive impact of the activities gamified with Quizizz application was lower than that of the instruction method utilized in the control group both based on academic achievement (Δx̄pretest-posttestquizizz = 38.116, Δx̄pretest-posttestcontrol = 38.776) and student engagement (Δx̄pretest-posttestquizizz = 12.176, Δx̄pretest-posttestcontrol = 14.218). Opposed to quantitative findings, pre-service teachers expressed views about the problems they experienced under the sub themes of motivation, reinforcement, entertainment, competition sub-themes in gamification activities and stated that they were generally positive about the activities and experienced problems related to the infrastructure and the tool.

Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.

The Effectiveness of Intercultural Sensitivity Development Activities Integrated With Scientific Research Methods Course

&lt;p style="text-align:justify"&gt;It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type “Intercultural Sensitivity Scale” developed by Chen and Starosta and adapted to Turkish by Bulduk, Tosun and Ardic was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities.&lt;/p&gt;

Views of the Music Teacher Candidates Oriented Towards ‘Scientific Research Methods Course

Bu çalışma; müzik öğretmeni adaylarının lisans programında gördükleri “Bilimsel Araştırma Yöntemleri Dersi”ne dönük görüşleri doğrultusunda, adayların dersin içeriği ile ilgili düşünceleri ve bu alanın lisans dersinin öğretmenlik mesleği ile olan ilişkileri hakkındaki bilgi, beceri ve düşüncelerini tespit etmeyi amaçlamıştır. Araştırma 4 farklı üniversitesinin eğitim fakültelerinin son sınıfında eğitim gören 133 müzik öğretmeni adayı ile yürütülmüştür. Araştırmadan; müzik öğretmeni adaylarının “bilimsel araştırma yöntemleri dersi” ile ilgili olarak sunulan önermelere, anketin puan aralıkları ölçütünde “kararsız” yoğunluklu görüş bildirdikleri, bu görüşler içinde; adayların öğretmenlik mesleği ile bilimsel araştırma süreçlerini bağdaştırmadıkları ve bilimsel araştırma işini; akademisyen ve araştırmacıların bir faaliyet alanı olarak gördükleri, bu doğrultuda bu alanla ilgili verilen lisans programı derslerini de öğretmenden çok akademisyen olmak isteyenlerin alması gerektiğini, buna rağmen adayların “Bilimsel Araştırma Yöntemleri” dersini almaları sonucunda bilimsel bir makale yazabileceklerine ve dersin bireysel gelişimlerine katkı sağlayacağına inandıkları, ancak genel anlamda adaylarda “öğretmenlik - müzik öğretmenliği - bilimsel araştırma yöntemleri- bilimsel araştırma odaklı dersler” ilişkisi hakkında olumlu ve net bir bakış açısının oluşamamış olduğu yönünde bulgulara ulaşılmıştır. Çalışmanın bu bulgularında cinsiyete göre bir farklılaşma olmadığı sonucuna da ulaşılmıştır.

Investigation of the Effectiveness of Scientific Research Methods Course in Terms of Academic Dishonesty Tendencies

The need to create awareness and consciousness in the universities and educational faculties that train the teacher trainees has been met with the Scientific Research Methods courses, which deals with the ethical and especially scientific and publication ethics aspects of Academic Dishonesty Behaviors because of their frequent occurrence. In this study, it was aimed to examine the Academic Dishonesty Tendency scores of mathematics teacher trainees, who took Scientific Research Methods courses and who did not take these courses. In addition to this it was determined whether these tendencies differ significantly in terms of gender variable. The sample of the research was composed of Mathematics teacher trainees who were studying in the Department of Mathematics Education of a State University. This study is a descriptive study, which was carried out using the general scanning model. The “Academic Dishonesty Tendency Scale” (ADTS) was used to determine the academic dishonesty tendencies of the Mathematics teacher trainees. As the result of this study, it was determined that academic dishonesty tendencies of the Mathematics teacher trainees, both who took and did not take Scientific Research Methods courses, were at the medium level.

Examination of Students' Academic Motivation, Research Concerns and Research Competency Levels during the Education Period

Nowadays, manpower, science and technology produced and innovation competence determine the development level of a society. Thus, abilities such as research curiosity, research talent, defining, analyzing and solving questions come to the forefront. The purpose of the study is analyzing the relations between students' academic motivation, research concerns and research competency levels in terms of various variables in the sample of Erciyes University. Screening model was used in the study. 727 senior class students from 13 faculties and 1 vocational high school participated in the study. Personal information form, academic motivation scale, research concern scale and research competency scale were used in the study as data collection tools. In data analysis, descriptive technics such as percentage, frequency and mean were used. Also, Pearson correlation coefficient was used to define relations between variables and T-test and analysis of variance (ANOVA) were used to reveal differentiations. Differences between groups were defined by Tukey test. Multiple regression analysis was used to define to what extent students' academic motivation and research concerns affect their research competency. In short, results of the study as follows: 1. Students feel themselves ready for scientific studies with regard to academic motivation. However, proportion of the ones who are indecisive and do not feel ready is quite high; 2. Students state that they are not sure whether they have sufficient research concerns or not; 3. Students state that they have sufficient research competency; 4. It was found out that students' academic motivation, research concern and competency scores did not differ according to their gender but they differed according to their faculties, departments, grade-point average and their level of satisfaction from departments; 5. It was found out that students' academic motivation, research concern and competency scores differed according to their status of taking scientific research methods course before. The ones taking the course before had significantly higher scores; 6. It was found out that 13 % of students' academic competency was determined by academic motivation and research concern. Following suggestions can be made according to results: 1. Events such as symposiums, panels and congresses can be organized to increase students' interest in doing scientific researches; 2. Studies should be done to define reasons of differentiation of students' academic motivation, research concerns and research competency levels according to their academic success, faculties and departments; 3. Courses such as scientific research, assessment and evaluation and statistics should be varied and put in the curriculums.

A DIFFERENT APPROACH TO THE SCIENTIFIC RESEARCH METHODS COURSE: EFFECTS OF A SMALL-SCALE RESEARCH PROJECT ON PRE-SERVICE TEACHERS

Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that can meet pre-service teachers’ needs of these knowledge and skills, there is undoubtedly the course of scientific research methods. The scientific research methods course (SRMC) has an important mission in the upbringing of tomorrow's researcher pre-service teachers. However, this mission is not possible by considering only theoretical knowledge. At this point, practical-based the research project gains importance. The purpose of this study was to reveal the thoughts of pre-service teachers about a small-scale research project (SSRP) in the scope of a SRMC. The study was carried out with 61 pre-service teachers from the faculty of education of a state university in the north of Turkey. 32 of them were from the department of primary mathematics education and 29 studied in the department of Turkish language education. A five-point Likert-type questionnaire was administered and the participants’ responses were evaluated by means of a software for quantitative analysis. The results of the study revealed that doing a SSRP had many positive effects on the pre-service teachers. Indeed, the SSRP provided them the opportunity to transform the theoretical content of course into practice, to understand the nature of scientific research and respect for them, and to gain the courage to do scientific research and to pursue graduate education. Article visualizations:

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

The purpose of this study was to investigate the relations between pre-service teachers’ scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

Opinions of Expert Academicians on Online Data Collection and Voluntary Participation in Social Sciences Research

This study aims to determine the opinions of academicians who teach scientific research methods courses in the field of social sciences on collecting data through online surveys, on the “voluntary basis” of academic research, and on their comparisons of voluntary participation in face-to-face and online-survey data collection methods. For this purpose, data were collected utilizing the semi-structured interview technique. In accordance with purposeful sampling, the preliminary condition for seeking participants is that the academicians to be interviewed will have taught a scientific research methods course for at least one semester at the undergraduate, graduate, or post-graduate level. The qualitative data has been subjected to content analysis with the help of the NVIVO package program. As a result of the research, field experts emphasize that although online data collection has such disadvantages as a low return rate and low external validity, advantages such as facilitating data processing, quicker data collecting from more participants, reduced data loss, increased voluntary participation, and the ability to conduct research on sensitive and confidential matters make it prominent. Field experts have made some important suggestions for collecting online data and increasing voluntary participation. Additionally, field experts also emphasize that voluntary participation enhances research validity and reliability. When examining field experts’ opinions on data collected using online and face-to-face survey methods, almost all experts are determined to report that data collected online increases a research’s validity and reliability. Field experts explain the reason for this situation as being that participants are more free, flexible, and independent in online environments.

Pre-Service Elementary Mathematics Teachers’ Metaphors on Scientific Research and Foundations of Their Perceptions

&lt;p class="apa"&gt;In this study, it is aimed to investigate pre-service elementary mathematics teachers’ perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating the metaphors and their reasons, and the reasons which are important in shaping these perceptions. The data were analysed in descriptive and content analysis methods based on the aim of the study. The findings can be summarised as follow: The participants created 156 metaphors and the most cited metaphor is “universe”. The most distinctive features of the scientific research given by the participants were its hierarchic structure in application, presenting new knowledge and requiring much effort. The least cited feature of the research was its falsibiality. In addition, it was found that though teachers, scientific research methods course and internet are very important in the process of perception creation about scientific research, the experts in the areas have little effect on this process.&lt;/p&gt;

Scientific Research Competencies of Prospective Teachers and their Attitudes toward Scientific Resea

Present study has been constructed to determine scientific research competencies of prospective teachers and identify the extent of effect of prospective teachers’ attitudes toward scientific research and scientific research methods course on their research skills and attitudes towards research. This study has two dimensions: it is a descriptive study by virtue of identifying prospective teachers’ research skills and attitudes toward research, also an experimental study by virtue of determining the effect of scientific research methods course on prospective teachers’ skills and their attitudes toward research. In order to obtain the data related to identified sub- problems “Scale for Identifying Scientific Research Competencies” and “Scale for Identifying the Attitude toward Research” have been utilized. It has thus been concluded in this study that scientific research methods course had no significant effect in gaining scientific research competencies to prospective teachers and that this effect demonstrated no differentiation with respect to departments. On the other hand it has been explored that scientific research methods course had a negative effect on the attitudes of prospective teachers toward research and that there was a differentiation to the disadvantage of prospective teachers studying at Primary Education Mathematics Teaching Department.

An Analysis of Educational Faculty Students’ Research Self-efficacy in Terms of a Number of Variables

Enabling students to acquire the research abilities is an educational issue. The target of education is to raise individuals with research-oriented attitudes and behaviours. Sustaining the research activities requires that, in addition to the compatibility of research environments, individuals and institutions to conduct the research have the competence facilitating them to do the research. Therefore, the need was felt to determine educational faculty students’ levels of research self-efficacy. This research examines whether or not educational faculty students’ research self-efficacy differs on the basis of gender, university, department, and taking or not taking the Scientific Research Methods course. The research sample was composed of 532 volunteering students attending the Psychological Counseling and Guidance, Elementary School Mathematics Teaching, Science Teaching, and Computer and Teaching Technologies departments of the educational faculties of Amasya and Eskişehir Osmangazi Universities. The research data were obtained through a 43-item, 5-pointed Likert scale of Research Competence (Büyüköztürk, 1997), with a reliability coefficient of α=0,89. In the analysis of the data, the frequencies and the percentages for the variables were calculated, the one-way variance analysis (ANOVA) and the significance test for the difference between two averages (the t-test) were employed. When differences were found between the groups in consequence of the variance analysis, between which groups the differences were available was found via the Scheffe test. Consequently, it was found that educational faculty students’ research self-efficacy differed according to department, and to whether they took the Scientific Research Methods course; but that it did not differ according to gender or university.

Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course

The purpose of this study was to ascertain whether the pre-service teachers taking the Scientific Research Methods course attained basic research knowledge and skills. In addition, the impact of the process, which is followed while implementing the course, on the students’ anxiety and attitude during the course is examined. Moreover, the study attempted to determine the pre-service teachers’ selfefficacy beliefs in terms of doing scientific research. The study was carried out using an action research design. The sample of the study consisted of 27 pre-service teachers in the third year of the undergraduate program of Elementary Science Education in a state university in the northwest of Turkey. The study was completed in classes (each class lasting 50 minutes) in 14 weeks (two classes per week). The study data was collected with a questionnaire including nine open-ended questions in order to identify the opinions of the pre-service teachers about the course on Scientific Research Methods. A concept success test including short-answer, truefalse, multiple-choice and open-ended questions were used in order to determine whether the course content was learnt by pre-service teachers. According to the research results, the pre-service teachers who took this course had decreased levels of anxiety towards doing scientific research. They stated that this course was important and necessary. It was found that this course ensured that the pre-service teachers gained some skills such as article writing, article review, and literature