{"id":592,"date":"2017-07-18T17:36:16","date_gmt":"2017-07-18T14:36:16","guid":{"rendered":"http:\/\/www.akademikidea.org\/a-kitap\/?page_id=592"},"modified":"2024-12-24T18:23:27","modified_gmt":"2024-12-24T15:23:27","slug":"bilimce","status":"publish","type":"page","link":"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/","title":{"rendered":"bilimce"},"content":{"rendered":"<p><span style=\"color: #2e2e1f; font-family: century gothic; font-size: large;\">Bilimce, <b><span style=\"color: #008080; font-family: 'century gothic'; font-size: large;\">akademik<\/span><span style=\"color: #33cccc; font-family: 'century gothic'; font-size: large;\">idea<\/span><\/b><span style=\"color: #2e2e1f; font-family: century gothic; font-size: large;\"><sup>\u00ae<\/sup>&#8216;n\u0131n a-ders, a-kitap, ve a-sohbet ortamlar\u0131nda yay\u0131nlanan yaz\u0131l\u0131 bilgilerde yer alan kimi kavramlara ili\u015fkin a\u00e7\u0131klamal\u0131 kavramsal bir s\u00f6zl\u00fckt\u00fcr. Bilimce i\u00e7inde dola\u015f\u0131rken a\u015fa\u011f\u0131daki dizini ve dizine geri d\u00f6nmek i\u00e7in her madde sonundaki\u00a0<strong><span style=\"color: #008080;\">\u21d1<\/span><\/strong>\u00a0 i\u015faretini kullanabilir ya da Bilimce&#8217;ye ba\u011fland\u0131\u011f\u0131n\u0131z yere\u00a0\u00a0<\/span><\/span><span style=\"color: #2e2e1f; font-family: 'century gothic'; font-size: large;\">taray\u0131c\u0131n\u0131zdaki\u00a0<\/span><span style=\"font-size: large; color: #2e2e1f; font-family: 'century gothic';\"><strong>\u00a0\u2190<\/strong>\u00a0<\/span><span style=\"font-size: large; color: #2e2e1f; font-family: 'century gothic';\">\u00a0i\u015faretine t\u0131klayarak d\u00f6nebilirsiniz.<\/span><\/p>\n<h1><a href=\"#A\">A<\/a> <a href=\"#B\">B<\/a> <a href=\"#C\">C<\/a> <a href=\"#D\">D<\/a> <a href=\"#E\">E<\/a> <a href=\"#F\">F<\/a> <a href=\"#G\">G<\/a> <a href=\"#H\">H<\/a> <a href=\"#I\">I<\/a> <a href=\"#\u0130\">\u0130<\/a> <a href=\"#J\">J<\/a> <a href=\"#K\">K<\/a> <a href=\"#L\">L<\/a> <a href=\"#M\">M<\/a> <a href=\"#N\">N<\/a> <a href=\"#O\">O<\/a> <a href=\"#\u00d6\">\u00d6<\/a> <a href=\"#P\">P<\/a> <a href=\"#R\">R<\/a> <a href=\"#S\">S<\/a> <a href=\"#\u015e\">\u015e<\/a> <a href=\"#T\">T<\/a> <a href=\"#U\">U<\/a> <a href=\"#\u00dc\">\u00dc<\/a> <a href=\"#V\">V<\/a> <a href=\"#Y\">Y<\/a> <a href=\"#Z\">Z<\/a><\/h1>\n<hr \/>\n<div id=\"A\" style=\"color: #339966; text-align: center; font-size: 63pt;\"><strong>A<\/strong><\/div>\n<hr \/>\n<div id=\"ara_dgsgn\" style=\"color: #339966;\"><strong><em>ara de\u011fi\u015fgen<\/em><\/strong><\/div>\n<p>Bir ba\u011f\u0131ml\u0131 <em>Y<\/em> \u00a0ve bir ba\u011f\u0131ms\u0131z <em>X<\/em> de\u011fi\u015fgeni aras\u0131nda g\u00f6zlenen ili\u015fkiyi\u00a0<i>X<\/i>\u00a0\u2192\u00a0<i>T<\/i>\u00a0\u2192\u00a0<i>Y <\/i>bi\u00e7iminde<i>\u00a0<\/i>a\u00e7\u0131klamada kullan\u0131lan bir <em>T<\/em> de\u011fi\u015fgeni. \u00a0\u00d6rne\u011fin, \u00a0<i>X<\/i>\u00a0 ya\u015f ve \u00a0<i>Y\u00a0<\/i>okuma becerisi ise, \u00a0<i>X<\/i>\u00a0ve <i>Y<\/i>\u00a0aras\u0131ndaki\u00a0<i>X<\/i>\u00a0\u2192\u00a0<i>Y \u00a0<\/i>\u00a0nedensel ili\u015fkisi\u00a0\u00a0\u00a0<i>T <\/i>gibi bir<i>\u00a0<\/i>ara-de\u011fi\u015fgen, diyelim ki e\u011fitimle a\u00e7\u0131klanabilir. Bu nedenle\u00a0<em>X, \u00a0T<\/em> ara-de\u011fi\u015fgeni yoluyla<i>\u00a0<\/i><em>Y&#8217;<\/em>nin dolayl\u0131 nedenidir<i>: T<\/i>\u00a0, \u00a0<em>X<\/em> taraf\u0131ndan \u00f6ng\u00f6r\u00fcl\u00fcr ve\u00a0<i>Y<\/i>&#8216;yi\u00a0 \u00f6ng\u00f6r\u00fcr.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"arstrm_sorunu\" style=\"color: #339966;\"><strong><em>ara\u015ft\u0131rma problemi<\/em><\/strong>{arstrm_sorunu}<\/div>\n<p><span style=\"color: #333333;\">Bir sava ya da <a href=\"#arstrm_sorusu\">ara\u015ft\u0131rma sorusu<\/a>na yol a\u00e7an ve <a href=\"#arstrmtsrmtrlr\">ara\u015ft\u0131rma tasar\u0131m t\u00fcr\u00fc<\/a>n\u00fc belirleyen,<\/span><\/p>\n<ul>\n<li>\u0130lgi alanlar\u0131<\/li>\n<li>\u0130yile\u015ftirilebilecek ko\u015fullar<\/li>\n<li>Giderilmesi gereken zorluklar<\/li>\n<li>Yan\u0131t bekleyen sorular<\/li>\n<\/ul>\n<p>gibi de\u011fi\u015ftirilmesi ya da irdelenmesi gereken bir durum.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"arstrm_sorusu\" style=\"color: #339966;\"><em><strong>ara\u015ft\u0131rma sorusu<\/strong><\/em>{arstrm_sorusu}<em>\u00a0<\/em><\/div>\n<blockquote><p>Ara\u015ft\u0131rma sorusu, bir projenin k\u00f6k h\u00fccresi gibidir. \u00c7al\u0131\u015fmay\u0131 odaklar, y\u00f6ntemi belirler, ve ara\u015ft\u0131rman\u0131n her a\u015famas\u0131nda yol g\u00f6sterir.<\/p><\/blockquote>\n<p><span style=\"color: #333333;\">Ara\u015ft\u0131rma sorusu bir <a href=\"#arstrm_sorunu\">ara\u015ft\u0131rma problemi<\/a>\u00a0ile ba\u015flar.\u00a0<\/span><br \/>\nSoru bir bi\u00e7imde. . .<\/p>\n<ul>\n<li>incelenmeye de\u011fer olmal\u0131;<\/li>\n<li>ilgi alan\u0131ndaki bilgi ve de\u011fere katk\u0131 sa\u011flamal\u0131;<\/li>\n<li>\u00f6\u011frenim uygulamalar\u0131n\u0131 geli\u015ftirmeli;<\/li>\n<li>insanl\u0131\u011f\u0131n ko\u015fullar\u0131n\u0131 geli\u015ftirmelidir.<\/li>\n<\/ul>\n<p>\u0130yi bir ara\u015ft\u0131rma sorusu:<\/p>\n<ul>\n<li>yan\u0131tlanabilir,<\/li>\n<li>a\u00e7\u0131k,<\/li>\n<li>anlaml\u0131, ve<\/li>\n<li>ahlaki de\u011ferlerle uyumlu<\/li>\n<\/ul>\n<p>olmal\u0131d\u0131r.<\/p>\n<blockquote><p>Ara\u015ft\u0131rma sorunundan ara\u015ft\u0131rma sorusuna ve amaca<\/p><\/blockquote>\n<p>Ad\u0131m 1. \u00a0Ara\u015ft\u0131rma sorusu\/sav\u0131n\u0131n taslak ifadesi.<\/p>\n<p><em>\u00d6rnek<\/em>: 11.Eyl\u00fcl.2011 ter\u00f6r sald\u0131r\u0131lar\u0131 s\u0131ras\u0131nda y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencisi olanlar\u0131n gelecek planlar\u0131n\u0131 ne etkiler?<\/p>\n<p><em>\u00d6rnek (\u00f6l\u00e7\u00fclebilir) Sorular:<\/em>\u00a0Son s\u0131n\u0131f \u00f6\u011frencileri sald\u0131r\u0131lar sonucu orduya kat\u0131lmay\u0131 d\u00fc\u015f\u00fcnd\u00fcler mi?, Sald\u0131r\u0131lar\u0131n bir sonucu olarak son s\u0131n\u0131f \u00f6\u011frencileri memleketlerine daha yak\u0131n olan \u00fcniversitelere mi y\u00f6neldiler?<br \/>\n<strong><br \/>\n<\/strong>Ad\u0131m 2. \u00a0Amac\u0131n taslak ifadesi.<\/p>\n<p><em>\u00d6rnek:<\/em>\u00a0 Bu \u00e7al\u0131\u015fman\u0131n amac\u0131 11.Eyl\u00fcl.2011&#8217;de ya\u015fanan trajedinin y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencilerinin gelecek planlar\u0131 \u00fczerine etkilerini belirlemektir.<\/p>\n<p>Ad\u0131m 3. Ara\u015ft\u0131rma sorusu\/sav\u0131n\u0131n yeniden d\u00fczenlenmesi ve yaz\u0131lmas\u0131.<\/p>\n<p><em>\u00d6rnek<\/em>: 11.Eyl\u00fcl.2001 ve y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencilerinin gelecek planlar\u0131 aras\u0131ndaki birliktelik nedir?<\/p>\n<p>Ad\u0131m 4. Ara\u015ft\u0131rma sorusu\/sav\u0131n\u0131n yeniden d\u00fczenlenmesi ve yaz\u0131lmas\u0131.<\/p>\n<p><em>\u00d6rnek<\/em>: Ama\u00e7 \u0130fadesi (Bildirimli): Bu \u00e7al\u0131\u015fman\u0131n amac\u0131 11.Eyl\u00fcl.2011 ile y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencilerinin gelecek planlar\u0131 aras\u0131ndaki birlikteli\u011fi ke\u015ffetmektir.<\/p>\n<p>Not: Her ikisi de yans\u0131z; olumlu ya da olumsuz bir birliktelik dile getirilmemi\u015f.<\/p>\n<blockquote><p>\u0130\u015flevselle\u015ftirme<\/p><\/blockquote>\n<p>Yukar\u0131daki ara\u015ft\u0131rma sorusunun bir birliktelik ya da ili\u015fki \u00f6ng\u00f6rd\u00fc\u011f\u00fcne dikkat edin. \u00a0 Kendinizinkini olu\u015ftururken, hangi de\u011fi\u015fgenleri \u00a0anlamak istedi\u011finizi belirlemek, ve sonra da sorunuzu nas\u0131l s\u0131nayaca\u011f\u0131n\u0131z\u0131 \u00f6ng\u00f6recek bir bi\u00e7imde s\u00f6zc\u00fcklendirmek yararl\u0131 olacakt\u0131r. \u00a0De\u011fi\u015fgenleri \u00f6l\u00e7me ya da tan\u0131mlamada kullan\u0131lan i\u015flemlere, s\u00fcre\u00e7lere, ve eylemlere kar\u015f\u0131l\u0131k gelme anlam\u0131nda, buna i\u015flevselle\u015ftirme denir.<\/p>\n<blockquote><p>Basit ara\u015ft\u0131rma sorular\u0131n\u0131n a\u00e7\u0131lmas\u0131<\/p><\/blockquote>\n<p>Ara\u015ft\u0131rma sorusu ek de\u011fi\u015fgenler ve \u00f6zelliklerle a\u00e7\u0131labilir. \u00a0Bunlara de\u011fi\u015fgenlerin ba\u011flanmas\u0131, ba\u011fda\u015ft\u0131r\u0131lmas\u0131, ya da biti\u015ftirilmesi denir.<\/p>\n<p><em>\u00d6rnek<\/em>: 11.Eyl\u00fcl.2001 ve orduya kat\u0131lma aras\u0131ndaki ili\u015fki nedir?<\/p>\n<p>Soruyu a\u00e7mak i\u00e7in \u00f6nerilebilecek de\u011fi\u015fgenler :<\/p>\n<ul>\n<li>Demografik \u00f6zellikler (cinsiyet\/ya\u015f\/etnik\/dini)<\/li>\n<li>Co\u011frafi yer<\/li>\n<li>Ebeveynlerin \u00f6\u011frenim d\u00fczeyi<\/li>\n<li>Ebeveynin rol\u00fc<\/li>\n<li>\u00d6\u011frencinin \/ebeveynin siyasi \u00a0ba\u011fl\u0131l\u0131\u011f\u0131<\/li>\n<\/ul>\n<blockquote><p>Yayg\u0131n yanl\u0131\u015flar<\/p><\/blockquote>\n<p>Nobel \u00d6d\u00fcl\u00fc (ya\u015fam\u0131n\u0131n i\u015fini \u00fcstlenmek)<\/p>\n<p><em>\u00d6rnek:<\/em> \u00a011.Eyl\u00fcl.2001&#8217;in K-12 \u00f6\u011frencileri \u00fczerindeki etkileri.<\/p>\n<p>D\u00f6nem \u00f6devi (\u00e7ok hafif )<\/p>\n<p><em>\u00d6rnek:<\/em>\u00a02002 mezuniyet \u00f6ncesi ka\u00e7 y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencisi orduya kat\u0131ld\u0131?<\/p>\n<p>Kara delik (\u00e7ok a\u011f\u0131r y\u00fck alma)<\/p>\n<p><em>\u00d6rnek:<\/em>\u00a011.Eyl\u00fcl.2001&#8217;in y\u00fcksek okul son s\u0131n\u0131f \u00f6\u011frencileri \u00fczerindeki etkileri.<\/p>\n<blockquote><p>\u0130yi s\u00f6zc\u00fcklendirme i\u00e7in bir ka\u00e7 ip ucu<\/p><\/blockquote>\n<p><em>1. \u00a0Belli bir t\u00fcrdeki denekler aras\u0131nda bir ili\u015fki bekleniyorsa, y\u0131\u011f\u0131n\u0131 belirtin<\/em><strong><em>.\u00a0<\/em><\/strong><\/p>\n<p><em>\u00d6rnek:<\/em>\u00a0Gen\u00e7 \u00e7ocuklar aras\u0131nda psikomotor koordinasyon d\u00fczeyi ve \u00f6zg\u00fcven derecesi aras\u0131nda pozitif bir ili\u015fki vard\u0131r.<br \/>\n<strong><br \/>\n<\/strong><em>2.\u00a0 Ara\u015ft\u0131rma sorusunu ve savlar\u0131 olabildi\u011fince belirgin ve \u00f6zl\u00fc bi\u00e7imde \u00a0ifade edin.<\/em><\/p>\n<blockquote><p>\u00c7al\u0131\u015fanlar\u0131na \u00a0sa\u011fl\u0131k programlar\u0131 sunan y\u00f6neticiler \u00a0\u00e7al\u0131\u015fanlar\u0131ndan olumlu puan bekler.<\/p><\/blockquote>\n<p><em>yerine<\/em><\/p>\n<blockquote><p>\u00c7al\u0131\u015fanlar, \u00e7al\u0131\u015fanlar\u0131na \u00a0sa\u011fl\u0131k program\u0131 sunan y\u00f6neticinin se\u00e7ilmi\u015f \u00f6nderlik niteliklerini, \u00a0 sa\u011fl\u0131k program\u0131 sunmayan \u00a0y\u00f6neticininkinden daha y\u00fcksek g\u00f6r\u00fcr.<\/p><\/blockquote>\n<p><em>3. Ara\u015ft\u0131rma sorular\u0131 ya da savlar\u0131n anlamlar\u0131na katk\u0131 sa\u011flamayan s\u00f6zc\u00fcklerin kullan\u0131m\u0131ndan ka\u00e7\u0131n\u0131n.<\/em><\/p>\n<blockquote><p>\u00a0\u0130lk\u00f6\u011fretim \u00f6\u011fretmenleri aras\u0131nda, t\u00fcm-y\u0131l \u00f6\u011fretim yap\u0131lan okullarda \u00f6\u011fretenler daha geleneksel \u00a0y\u0131ll\u0131k program izlenen ilk\u00f6\u011fretim okullar\u0131nda \u00f6\u011fretenlere g\u00f6re daha y\u00fcksek g\u00f6n\u00fcl g\u00fcc\u00fcne sahip olduklar\u0131n\u0131 belirtir.<\/p><\/blockquote>\n<p>yerine,<\/p>\n<blockquote><p>\u00a0\u0130lk\u00f6\u011fretim \u00f6\u011fretmenleri aras\u0131nda, t\u00fcm-y\u0131l \u00f6\u011fretim yap\u0131lan okullarda \u00f6\u011fretenler geleneksel \u00a0program izleyenlere g\u00f6re daha y\u00fcksek g\u00f6n\u00fcl g\u00fcc\u00fcne sahiptir.<\/p><\/blockquote>\n<p><em>4. Kendi de\u011fer yarg\u0131lar\u0131n\u0131za ya da \u00f6nerilerinize de\u011fil, \u00fczerinde \u00e7al\u0131\u015f\u0131lacak olana dayand\u0131r\u0131n.<\/em><\/p>\n<blockquote><p>Toplum i\u00e7in din iyidir.<\/p><\/blockquote>\n<p>yerine,<\/p>\n<blockquote><p>D\u00fczenli ibadet, derste kopya \u00e7ekme ile ters ba\u011flant\u0131l\u0131d\u0131r.<\/p><\/blockquote>\n<p><em>5. De\u011fi\u015fgen adlar\u0131n\u0131 olu\u015ftuklar\u0131 ya da \u00f6l\u00e7\u00fcld\u00fckleri s\u0131rada kullan\u0131n.<\/em><\/p>\n<p><em>\u00d6rnek.<\/em>\u00a0\u00d6SYM puanlar\u0131yla y\u00fcksek \u00f6\u011fretim kurumundaki ilk d\u00f6nem ba\u015far\u0131 notlar\u0131 aras\u0131nda pozitif bir ili\u015fki vard\u0131r.<\/p>\n<p><em>6. &#8220;Anlaml\u0131&#8221; ve &#8220;anlaml\u0131l\u0131k&#8221; s\u00f6zc\u00fcklerini \u00a0kullanmaktan ka\u00e7\u0131n\u0131n.<\/em><\/p>\n<p><em>7. &#8220;Kan\u0131tlama&#8221; s\u00f6zc\u00fc\u011f\u00fcn\u00fc kullanmaktan ka\u00e7\u0131n\u0131n.<\/em><\/p>\n<p><em>8. Ayn\u0131 de\u011fi\u015fgene iki farkl\u0131 terimle de\u011finmeyin. \u00a0<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/p>\n<p><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2912019\/\">Farrugia, P.- Petrisor, B. A. &#8211; Farrokhyar, F. &#8211; Bhandari, M. (2010)<\/a> Research questions, hypotheses and objectives,\u00a0<span role=\"menubar\"><a role=\"menuitem\" href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2912019\/#\" aria-expanded=\"false\" aria-haspopup=\"true\">Can J Surg<\/a><\/span>., \u00a053(4): 278\u2013281.<br \/>\n<span style=\"color: #000000;\"><a href=\"http:\/\/www.socscidiss.bham.ac.uk\/research-question.html\">Formulating the Research Question<\/a><\/span><\/p>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"arstrmtsrm\" style=\"color: #339966;\"><strong><em>ara\u015ft\u0131rma tasar\u0131m\u0131<\/em><\/strong>{arstrmtsrm}<\/div>\n<div>\n<p>Ara\u015ft\u0131rmac\u0131n\u0131n olguya m\u00fcdahale ederek de\u011fi\u015fkenler aras\u0131ndaki nedensel ili\u015fkileri\u00a0 ke\u015ffetmeye \u00e7al\u0131\u015ft\u0131\u011f\u0131\u00a0<em>deneysel;<\/em>\u00a0 ara\u015ft\u0131rmac\u0131n\u0131n olguya m\u00fcdahale etmeden ilgili de\u011fi\u015fkenler aras\u0131ndaki ili\u015fkileri\u00a0 betimlemeyi ama\u00e7lad\u0131\u011f\u0131\u00a0<em>g\u00f6zlemsel;<\/em>\u00a0belirli bir olgu ya da y\u0131\u011f\u0131n\u0131 betimleyen \u00f6l\u00e7\u00fcm\u00f6te tahminlerini elde etmeye y\u00f6nelik <em>betimsel <\/em>ara\u015ft\u0131rma t\u00fcrlerinden biri bi\u00e7imindeki,\u00a0nicel ya da istatistiksel bir\u00a0<em>ara\u015ft\u0131rma tasar\u0131m\u0131,<\/em><\/p>\n<ul>\n<li>yan\u0131t\u0131 ara\u015ft\u0131rma probleminin \u00e7\u00f6z\u00fcm \u00f6nerilerinin uygulanabilmesi i\u00e7in gerekli bilgileri sa\u011flayacak <em>ara\u015ft\u0131rma sorular\u0131<\/em>n\u0131n s\u0131nanabilir istatistiksel savlar bi\u00e7iminde ifade edildi\u011fi,<\/li>\n<li>\u00f6zellikleri \u00f6l\u00e7\u00fclecek g\u00f6zlem biriminin betimlenmesini,<\/li>\n<li>kar\u0131\u015ft\u0131r\u0131c\u0131 de\u011fi\u015fkenlerin kontrol edilerek, ba\u011f\u0131ms\u0131z de\u011fi\u015fkenlerin istenmeyen etkilerinin giderilmesini ve ba\u011f\u0131ml\u0131 de\u011fi\u015fken \u00fczerindeki etkisinin do\u011fru \u015fekilde de\u011ferlendirilmesini,<\/li>\n<li>uygun s\u0131nama<em>\u00a0y\u00f6ntemi<\/em>nin belirlenmesini,<\/li>\n<li>belirli s\u0131nama g\u00fcc\u00fc, anlaml\u0131l\u0131k d\u00fczeyi ve etki b\u00fcy\u00fckl\u00fc\u011f\u00fc i\u00e7in,\n<ul>\n<li>y\u0131\u011f\u0131n\u0131 temsil edecek \u00f6rneklemin,\n<ul>\n<li>uygun <em>\u00f6rneklem \u00e7ap\u0131<\/em>n\u0131n belirlenerek<\/li>\n<li>g\u00f6zlem birimlerinin cinsiyet-ya\u015f gibi kategorik \u00f6zellikleri itibariyle olu\u015fturacaklar\u0131 gruplar aras\u0131 farkl\u0131l\u0131ktan kaynaklanacak de\u011fi\u015fkenli\u011fi gidermek i\u00e7in, g\u00f6zlem birimi havuzunun gruplara uygun y\u00f6ntemle rasgele da\u011f\u0131t\u0131m\u0131 yap\u0131larak,<\/li>\n<li>s\u0131nama y\u00f6nteminin varsay\u0131mlar\u0131n\u0131 sa\u011flayacak \u015fekilde olu\u015fturulmas\u0131n\u0131,<\/li>\n<\/ul>\n<\/li>\n<li>\u00f6l\u00e7\u00fcm\u00f6telerin <em>sapmas\u0131z tahmin<\/em>lerinin hesaplanmas\u0131nda g\u00f6zlenen de\u011ferleri kullan\u0131lacak de\u011fi\u015fkenlerin betimlenmesini,<\/li>\n<\/ul>\n<\/li>\n<li>uygun veri derleme y\u00f6nteminin belirlenerek, anket, veri kay\u0131t formu vb ara\u00e7lar\u0131n geli\u015ftirilmesini,<\/li>\n<li>verilerin analizinde kullan\u0131lacak istatistiksel yaz\u0131l\u0131mla uyumlu veritaban\u0131 tasar\u0131m\u0131n\u0131,<\/li>\n<li>bilgilendirilmi\u015f onam almak, gizlili\u011fi korumak ve g\u00f6zlem birimlerine y\u00f6nelik olas\u0131 herhangi bir zarar\u0131 veya rahats\u0131zl\u0131\u011f\u0131 en aza indirilmesi gibi g\u00f6zlem birimlerinin refah\u0131 ve haklar\u0131n\u0131n korunmas\u0131na y\u00f6nelik olarak uyulacak etik kurallar\u0131n belirlenmesini,<\/li>\n<li>ara\u015ft\u0131rman\u0131n ama\u00e7lar\u0131na ula\u015fmas\u0131n\u0131,\u00a0 \u00a0 i\u00e7-ge\u00e7erli\u011fi y\u00fcksek, tekrarlanabilir ve do\u011frulanabilir, ge\u00e7erli ve g\u00fcvenilir sonu\u00e7lara ula\u015f\u0131lmas\u0131n\u0131,<\/li>\n<li>karar alma ve politika geli\u015ftirmeyi bilgilendirebilecek kan\u0131ta dayal\u0131 i\u00e7g\u00f6r\u00fcler \u00fcreterek ara\u015ft\u0131rman\u0131n genel bilimsel bilgi birikimine katk\u0131da bulunmas\u0131n\u0131 g\u00fcvence alt\u0131na alan,<\/li>\n<li>ara\u015ft\u0131rma probleminden yola \u00e7\u0131karak ara\u015ft\u0131rman\u0131n ama\u00e7lar\u0131na ula\u015f\u0131ncaya kadar ara\u015ft\u0131rma s\u00fcrecinin farkl\u0131 bile\u015fenlerini uyumlu ve mant\u0131kl\u0131 bir bi\u00e7imde birle\u015ftirerek<\/li>\n<li>ara\u015ft\u0131rma projesinin sistematik ve titiz bir \u015fekilde y\u00fcr\u00fct\u00fclmesinde ara\u015ft\u0131rmac\u0131 taraf\u0131ndan izlenecek y\u00f6ntem ve yordamlar\u0131 i\u00e7eren ve b\u00f6ylece bir\u00a0<a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/#arstrm_sorunu\">ara\u015ft\u0131rma problemi<\/a>ne etkin bi\u00e7imde e\u011filmeyi\u00a0\u00a0sa\u011flayan<\/li>\n<\/ul>\n<p>genel bir stratejidir.<\/p>\n<\/div>\n<div><\/div>\n<div><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/div>\n<div><\/div>\n<p class=\"post-hero__title\"><a href=\"https:\/\/typeset.io\/resources\/importance-of-research-design\/#what-is-research-design\" target=\"_blank\" rel=\"noopener\">Importance of Research Design \u2014 A Quick Overview<\/a><br \/>\n<a href=\"http:\/\/libguides.usc.edu\/writingguide\/researchdesigns\">Research Guides<\/a><\/p>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"arstrmtsrmrpr\"><span style=\"color: #339966;\"><strong><em>ara\u015ft\u0131rma tasar\u0131m raporu<\/em><\/strong><\/span><span style=\"color: #008000;\">{arstrmtsrmrpr}<\/span><\/div>\n<p>Ara\u015ft\u0131rma probleminden yola \u00e7\u0131karak projenin amac\u0131na ula\u015fana kadar izlenecek;<\/p>\n<div>\n<ul>\n<li>ara\u015ft\u0131rma sorular\u0131n\u0131n <a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/#prmtr\"><em>\u00f6l\u00e7\u00fcm\u00f6te<\/em><\/a>ler cinsinden s\u0131nanabilir istatistiksel hipotezlere d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi,<\/li>\n<li>s\u00f6zkonusu istatistiksel hipotezlerin s\u0131nanmas\u0131nda kullan\u0131lacak uygun y\u00f6ntemin se\u00e7imi,<\/li>\n<li>kullan\u0131lacak y\u00f6ntemin varsay\u0131mlar\u0131na uygun verilerin tan\u0131m\u0131,<\/li>\n<li>uygun \u00f6rnek \u00e7ap\u0131n\u0131n belirlenmesi,<\/li>\n<li>veri taban\u0131 tasar\u0131m\u0131<\/li>\n<li>verilerin derlenmesi ve analize uygun bi\u00e7imde d\u00fczenlenmesi,<\/li>\n<li>verilerin analizi,<\/li>\n<li>bulgular\u0131n yorumlanmas\u0131,<\/li>\n<\/ul>\n<\/div>\n<div>ad\u0131mlar\u0131n\u0131 i\u00e7eren a\u00e7\u0131klamal\u0131 bir yol haritas\u0131.<\/div>\n<p><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><strong>\u21d1<\/strong><\/a><\/p>\n<hr \/>\n<div id=\"arstrmtsrmtrlr\" style=\"color: #339966;\"><strong><em>ara\u015ft\u0131rma tasar\u0131m t\u00fcrleri<\/em><\/strong><\/div>\n<div>\n<ul>\n<li><a href=\"#ardsktsrm\">ard\u0131\u015f\u0131k tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a style=\"background-color: #ffffff; outline-width: 0px;\" href=\"#btmsltsrm\">betimsel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#bylmsltsrm\">boylamsal tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#dnysltsrm\">deneysel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a style=\"background-color: #ffffff;\" href=\"#eenksttsrm\">en-kesit tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#eylmarstrmtsrm\">eylem ara\u015ft\u0131rma tasar\u0131m\u0131<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#flsftsrm\">felsefi tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#gzlmsltsrm\">g\u00f6zlemsel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#krmyntmtsrm\">karma-y\u00f6ntem tasar\u0131m\u0131<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#ksfsltsrm\">ke\u015fifsel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#mtczmlmtsrm\">meta-\u00e7\u00f6z\u00fcmleme tasar\u0131m\u0131<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#ndnsltsrm\">nedensel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#olginclmtsrm\">olgu inceleme tasar\u0131m\u0131<\/a><\/li>\n<li class=\"s-lib-box-title\"><a href=\"#trhsltsrm\">tarihsel tasar\u0131m<\/a><\/li>\n<li class=\"s-lib-box-title\"><a style=\"outline-width: 0px;\" href=\"#trtptsrm\">tertip tasar\u0131m<\/a><\/li>\n<\/ul>\n<\/div>\n<div><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/div>\n<p><a href=\"http:\/\/libguides.usc.edu\/writingguide\/researchdesigns\">Types of Research Design<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"ardsktsrm\" style=\"color: #339966;\"><strong><em>ard\u0131\u015f\u0131k tasar\u0131m<\/em><\/strong><\/div>\n<p>Ard\u0131\u015f\u0131k ara\u015ft\u0131rma, bir sav\u0131n s\u0131nanmas\u0131 i\u00e7in yeterli veriler bir zaman aral\u0131\u011f\u0131nda derleninceye kadar her a\u015famas\u0131 bir \u00f6nceki a\u015famaya dayal\u0131 olarak bir a\u015fama tamamland\u0131\u011f\u0131nda di\u011ferine ge\u00e7ilen a\u015famal\u0131 bir yakla\u015f\u0131mla y\u00fcr\u00fct\u00fclen bir ara\u015ft\u0131rma bi\u00e7imidir. \u00d6rnek \u00e7ap\u0131 \u00f6nceden belirlenmez. Her \u00f6rnek \u00e7\u00f6z\u00fcmlendikten sonra ara\u015ft\u0131rmac\u0131 yokluk sav\u0131n\u0131 kabul edebilir; kar\u015f\u0131 sav\u0131 kabul edebilir; ya da deneklerin bir ba\u015fka havuzunu se\u00e7erek \u00e7al\u0131\u015fmay\u0131 bir kez daha yeniden y\u00fcr\u00fct\u00fcr. Bu, yokluk ya da kar\u015f\u0131 sav\u0131n kabul edilmesine ili\u015fkin son karar verilinceye kadar ara\u015ft\u0131rmac\u0131n\u0131n s\u0131n\u0131rs\u0131z say\u0131da denek elde edebilece\u011fi anlam\u0131na gelir. Nicel bir \u00e7er\u00e7eve kullanarak, ard\u0131\u015f\u0131k \u00e7al\u0131\u015fma veri derleme i\u00e7in genellikle \u00f6rnekleme tekniklerinden ve verileri \u00e7\u00f6z\u00fcmlemek i\u00e7in istatistiksel y\u00f6ntemlerin uygulanmas\u0131ndan yararlan\u0131r. Nitel bir \u00e7er\u00e7eve kullanarak, ard\u0131\u015f\u0131k \u00e7al\u0131\u015fma genellikle bireylerden olu\u015fan \u00f6rnekleri ya da birey gruplar\u0131(k\u00fcmesleri)ndan yararlan\u0131r ve her \u00f6rnekten bilgi derlemek i\u00e7in g\u00f6r\u00fc\u015fme ya da g\u00f6zlemleme gibi nitel y\u00f6ntemler y\u00f6ntemler kullan\u0131r.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>\u00d6rnek \u00e7ap\u0131 ve \u00f6rnekleme plan\u0131 i\u00e7in ara\u015ft\u0131rmac\u0131ya s\u0131n\u0131rs\u0131z se\u00e7enek sunar.<\/li>\n<li>Bu ara\u015ft\u0131rma tasar\u0131m\u0131n\u0131n yinelemli do\u011fas\u0131, \u00e7al\u0131\u015fman\u0131n ba\u015flang\u0131\u00e7 k\u0131s\u0131mlar\u0131nda ara\u015ft\u0131rma y\u00f6ntemini d\u00fczeltme ve bilemek i\u00e7in k\u00fc\u00e7\u00fck de\u011fi\u015fiklikler ve ayarlamalar\u0131n yap\u0131labilmesine \u00a0izin verir.<\/li>\n<li>Ke\u015fifsel \u00e7al\u0131\u015fmalar i\u00e7in yararl\u0131 bir tasar\u0131md\u0131r.<\/li>\n<li>Bu tekni\u011fin uygulanmas\u0131nda ara\u015ft\u0131rmac\u0131ya \u00e7ok az bir y\u00fck d\u00fc\u015fer. \u00a0Genellikle pahal\u0131, zaman al\u0131c\u0131, ve i\u015f g\u00fcc\u00fc yo\u011funluklu de\u011fildir.<\/li>\n<li>Ard\u0131\u015f\u0131k olarak y\u00fcr\u00fct\u00fclebildi\u011fi i\u00e7in, bir sonraki \u00f6rnek al\u0131n\u0131p \u00e7\u00f6z\u00fclmeden \u00f6nce bir \u00f6nceki \u00f6rne\u011fin sonu\u00e7lar\u0131 bilinir. Bu da \u00f6rnekleme ve \u00e7\u00f6z\u00fcmleme y\u00f6ntemlerinin s\u00fcrekli geli\u015ftirilmesi i\u00e7in f\u0131rsatlar sa\u011flar.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>\u00d6rnekleme y\u00f6ntemi t\u00fcm y\u0131\u011f\u0131n\u0131n temsilcisi de\u011fildir.<\/li>\n<li>Temsiliyeti sa\u011flaman\u0131n tek yolu, t\u00fcm y\u0131\u011f\u0131n\u0131n anlaml\u0131 bir oran\u0131n\u0131 temsil etmeye yetecek \u00e7ok b\u00fcy\u00fck bir \u00f6rnek \u00e7ap\u0131 kullanmakt\u0131r. \u00a0Bu durumda ikinci bir \u00f6rne\u011fe ya da daha belirgin bir \u00f6rne\u011fe ge\u00e7i\u015f zor olabilir.<\/li>\n<li>\u00d6rnekleme tekni\u011fi rassala\u015ft\u0131r\u0131lmam\u0131\u015f oldu\u011fundan tasar\u0131m t\u00fcm y\u0131\u011f\u0131n\u0131 kapsayan sonu\u00e7 ve yorum \u00fcretmede kullan\u0131lamaz. \u00a0 \u00a0Dolay\u0131s\u0131 ile bulgular\u0131n genelle\u015ftirilebilmesi s\u0131n\u0131rl\u0131d\u0131r.<\/li>\n<li>\u00d6zellikle veri toplamada nitel y\u00f6ntemler kullan\u0131ld\u0131\u011f\u0131nda, zaman boyutunda bir \u00f6rnekten di\u011ferine de\u011fi\u015fmeyi a\u00e7\u0131klamak ve yorumlamak zordur.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nBetensky, Rebecca. Harvard University, Course Lecture Note slides.<br \/>\nBovaird, James A. and Kevin A. Kupzyk. &#8220;Sequential Design.&#8221; In Encyclopedia of Research Design. Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 1347-1352.<br \/>\nCresswell, John W. Et al. \u201cAdvanced Mixed-Methods Research Designs.\u201d In Handbook of Mixed Methods in Social and Behavioral Research. Abbas Tashakkori and Charles Teddle, eds. (Thousand Oaks, CA: Sage, 2003), pp. 209-240.<br \/>\nHenry, Gary T. &#8220;Sequential Sampling.&#8221; In The SAGE Encyclopedia of Social Science Research Methods. Michael S. Lewis-Beck, Alan Bryman and Tim Futing Liao, editors. (Thousand Oaks, CA: Sage, 2004), pp. 1027-1028.<br \/>\nNataliya V. Ivankova. \u201cUsing Mixed-Methods Sequential Explanatory Design: From Theory to Practice.\u201d Field Methods 18 (February 2006): 3-20.<br \/>\nBovaird, James A. and Kevin A. Kupzyk. \u201cSequential Design.\u201d In Encyclopedia of Research Design. Neil J. Salkind, ed. Thousand Oaks, CA: Sage, 2010.<br \/>\nSequential Analysis. Wikipedia.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"B\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #339966;\"><b>B<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"btmsltsrm\" style=\"color: #339966;\"><strong><em>betimsel tasar\u0131m<\/em><\/strong><\/div>\n<div>Betimsel ara\u015ft\u0131rma tasar\u0131m\u0131 belli bir ara\u015ft\u0131rma sorunuyla ba\u011flant\u0131l\u0131 kim, ne, ne zaman, nerede, ve nas\u0131l sorular\u0131n\u0131n yan\u0131tlanmas\u0131na yard\u0131m eder; neden sorusuna ise yan\u0131t arayamaz. Betimsel ara\u015ft\u0131rma olgunun hali haz\u0131rdaki durumuna ili\u015fkin bilgi elde etmede ve o durumdaki ko\u015fullar ve de\u011fi\u015fgenlere g\u00f6re &#8220;ne oldu\u011fu&#8221;nu betimlemede kullan\u0131l\u0131r.<\/div>\n<div>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>G\u00f6zlenen \u00f6zne t\u00fcm\u00fcyle do\u011fal olarak ve bozulmam\u0131\u015f do\u011fal bir \u00e7evrededir. Ger\u00e7ek deneyler, \u00e7\u00f6z\u00fcmlenebilir veriler \u00fcretirken, genellikle \u00f6znenin ola\u011fan davran\u0131\u015f\u0131n\u0131 olumsuz y\u00f6nde etkiler[a.k.a., Heisenberg etkisi:baz\u0131 sistemlerin \u00f6l\u00e7\u00fclmesi sistemi etkilemeden yap\u0131lamaz].<\/li>\n<li>Betimsel ara\u015ft\u0131rma, genellikle nicel s\u0131namaya de\u011fer de\u011fi\u015fgenlerin hangileri oldu\u011funun i\u015faretlerini veren genel bir bak\u0131\u015fla daha nicel ara\u015ft\u0131rma tasar\u0131mlar\u0131na bir \u00f6nc\u00fc olarak kullan\u0131l\u0131r.<\/li>\n<li>E\u011fer s\u0131n\u0131rlamalar anla\u015f\u0131l\u0131rsa, daha odaklanm\u0131\u015f bir \u00e7al\u0131\u015fman\u0131n geli\u015ftirilmesinde yararl\u0131 bir ara\u00e7 olabilir.<\/li>\n<li>Betimsel ara\u015ft\u0131rmalar uygulamada \u00f6nemli tavsiyelere g\u00f6t\u00fcren zengin veri \u00fcretir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Betimsel bir ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131 tam bir yan\u0131t bulmak ya da bir sav\u0131 \u00e7\u00fcr\u00fctmek i\u00e7in kullan\u0131lamaz.<\/li>\n<li>Betimsel tasar\u0131m genellikle [nicel y\u00f6ntemlerin tersine] g\u00f6zlemsel y\u00f6ntemleri kulland\u0131\u011f\u0131ndan, sonu\u00e7lar yinelenemez.<\/li>\n<li>Ara\u015ft\u0131rman\u0131n betimsel i\u015flevi ciddi \u00f6l\u00e7\u00fcde \u00f6l\u00e7me ve g\u00f6zlemlemenin ayg\u0131tlanmas\u0131na ba\u011fl\u0131d\u0131r.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nAnastas, Jeane W.\u00a0<em>Research Design for Social Work and the Human Services<\/em>. Chapter 5, Flexible Methods: Descriptive Research. 2nd ed. New York: Columbia University Press, 1999.<br \/>\nGiven, Lisa M. &#8220;Descriptive Research.&#8221; In\u00a0<em>Encyclopedia of Measurement and Statistics<\/em>. Neil J. Salkind and Kristin Rasmussen, editors. (Thousand Oaks, CA: Sage, 2007), pp. 251-254.<br \/>\nMcNabb, Connie.\u00a0<a href=\"http:\/\/www.powershow.com\/view\/3ccf05-ZTdhM\/Descriptive_Research_Methodologies_By_Connie_McNabb_What_i_powerpoint_ppt_presentation\">Descriptive Research Methodologies<\/a>. Powerpoint Presentation.<br \/>\nShuttleworth, Martyn.\u00a0<a href=\"http:\/\/explorable.com\/descriptive-research-design\">Descriptive Research Design<\/a>, September 26, 2008. Explorable.com website.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"brmtkdz\" style=\"color: #339966;\"><strong><em>birim tekd\u00fcze yo\u011funluk i\u015flevi<\/em><\/strong><\/div>\n<p>\\[f(x) = \\left\\{ {\\begin{array}{*{20}{c}}<br \/>\n{1,}&amp;{0 &lt; x &lt; 1}\\\\<br \/>\n{0,}&amp;{x \\le 0 \\wedge x \\ge 1}<br \/>\n\\end{array}} \\right.\\]<\/p>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"bootstrap\" style=\"color: #339966;\"><strong><em>bootstrap tekni\u011fi <\/em><\/strong> Bknz.<strong> <a href=\"#ornktnornklm\">\u00f6rnekten \u00f6rnekleme <\/a><\/strong><\/div>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"bylmsltsrm\" style=\"color: #339966;\"><strong><em>boylamsal tasar\u0131m<\/em><\/strong><\/div>\n<p>Boylamsal bir ara\u015ft\u0131rma zaman boyutunda ayn\u0131 \u00f6rne\u011fi kullan\u0131r ve yinelenen g\u00f6zlemlerde bulunur. \u00d6rne\u011fin, boylamsal bir sorgulamada, de\u011fi\u015fimleri zaman boyutunda izleme ve de\u011fi\u015fimlerin neden meydana geldi\u011fini a\u00e7\u0131klayabilecek de\u011fi\u015fgenlerle ilintilendirmeye olanak sa\u011flayacak bi\u00e7imde ki\u015filerin ayn\u0131 grubu ile d\u00fczenli aral\u0131klarla g\u00f6r\u00fc\u015f\u00fcl\u00fcr. Boylamsal ara\u015ft\u0131rma tasar\u0131m\u0131 de\u011fi\u015fim \u00f6r\u00fcnt\u00fclerini betimler ve nedensel ili\u015fkilerin y\u00f6n\u00fcn\u00fc ve yo\u011funlu\u011funu belirlemeye yard\u0131m eder. Her de\u011fi\u015fgene ili\u015fkin \u00f6l\u00e7\u00fcmler iki ya da daha fazla farkl\u0131 zamanlarda yap\u0131l\u0131r. Bu da ara\u015ft\u0131rmac\u0131n\u0131n de\u011fi\u015fgenlerdeki de\u011fi\u015fimi zaman boyutunda \u00f6l\u00e7mesine izin verir. Panel \u00e7al\u0131\u015fmas\u0131 olarak da bilinen g\u00f6zlemsel bir ara\u015ft\u0131rma t\u00fcr\u00fcd\u00fcr.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Boylamsal veriler belli bir olgunun s\u00fcreklili\u011finin \u00e7\u00f6z\u00fcmlenmesine olanak sa\u011flar.<\/li>\n<li>Sorgulama ara\u015ft\u0131rmac\u0131lar\u0131n\u0131n, genellikle yaln\u0131zca deneylerle ula\u015f\u0131labilen nedensel a\u00e7\u0131klama bi\u00e7imlerine yakla\u015fmalar\u0131na olanak tan\u0131r.<\/li>\n<li>Bir de\u011fi\u015fgendeki bir d\u00f6nemden di\u011ferine farkl\u0131l\u0131klar\u0131 ya da de\u011fi\u015fimi \u00f6l\u00e7meye ya da zaman boyunca de\u011fi\u015fim \u00f6r\u00fcnt\u00fclerinin betimlemesine izin verir.<\/li>\n<li>\u00d6nceki etkenlere dayal\u0131 gelecek sonu\u00e7lar\u0131 \u00f6ng\u00f6rmeye izin verir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Veri toplama y\u00f6ntemi zaman boyutunda de\u011fi\u015febilir.<\/li>\n<li>\u00d6zg\u00fcn \u00f6rne\u011fin b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fc korumak uzat\u0131lm\u0131\u015f bir zaman periyodunda zor olabilir.<\/li>\n<li>Bir anda birden fazla de\u011fi\u015fgeni g\u00f6stermek zor olabilir.<\/li>\n<li>Sonu\u00e7lardaki dalgalanmalar\u0131 a\u00e7\u0131klamak i\u00e7in genellikle nitel ara\u015ft\u0131rma verilerine gerek duyar.<\/li>\n<li>Varolan e\u011filimlerin de\u011fi\u015fmeyece\u011fini varsayar.<\/li>\n<li>Sonu\u00e7lar\u0131n al\u0131nmas\u0131 \u00e7ok uzun bir zaman gerektirebilir.<\/li>\n<li>Temsiliyetin sa\u011flanmas\u0131 i\u00e7in b\u00fcy\u00fck bir \u00f6rnek \u00e7ap\u0131na ve \u00f6rneklemenin isabetine gerek vard\u0131r.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nAnastas, Jeane W. Research Design for Social Work and the Human Services. Chapter 6, Flexible Methods: Relational and Longitudinal Research. 2nd ed. New York: Columbia University Press, 1999.<br \/>\nForgues, Bernard, and Isabelle Vandangeon-Derumez. &#8220;Longitudinal Analyses.&#8221; In Doing Management Research. Raymond-Alain Thi\u00e9tart and Samantha Wauchope, editors. (London, England: Sage, 2001), pp. 332-351.<br \/>\nKalaian, Sema A. and Rafa M. Kasim. &#8220;Longitudinal Studies.&#8221; In Encyclopedia of Survey Research Methods. Paul J. Lavrakas, ed. (Thousand Oaks, CA: Sage, 2008), pp. 440-441.<br \/>\nMenard, Scott, editor. Longitudinal Research. Thousand Oaks, CA: Sage, 2002; Ployhart, Robert E. and Robert J. Vandenberg. &#8220;Longitudinal Research: The Theory, Design, and Analysis of Change.\u201d Journal of Management 36 (January 2010): 94-120.<br \/>\nLongitudinal Study. Wikipedia.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"C\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #339966;\"><strong>C<\/strong><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"D\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #339966;\"><strong>D<\/strong><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"dnsmn_rpr\" style=\"color: #339966;\"><strong><em>dan\u0131\u015fman raporu\u00a0<\/em><\/strong><\/div>\n<ul>\n<li style=\"color: #339966;\"><span style=\"color: #000000;\">ara\u015ft\u0131rman\u0131n, kendi sorumlulu\u011fu alt\u0131nda olan ve olmayan y\u00f6nleri,<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00e7er\u00e7evenin tarifi ve \u00f6rneklem biriminin nas\u0131l tan\u0131mland\u0131\u011f\u0131 ve belirlendi\u011fi,<\/span><\/li>\n<li><span style=\"color: #000000;\">sonu\u00e7lardan yararlanmaya \u0131\u015f\u0131k tutabilecek, soru\u015fturma ya da deney ko\u015fullar\u0131 ve kullan\u0131lan malzemelerin neler oldu\u011fu,<\/span><\/li>\n<li><span style=\"color: #000000;\">ara\u015ft\u0131rma sonu\u00e7lar\u0131ndan ula\u015f\u0131labilecek \u00f6nemli \u00e7\u0131kar\u0131mlar\u0131 etkileyebilecek, \u00e7er\u00e7eve ve evren aras\u0131ndaki her hangi bir farka ili\u015fkin a\u00e7\u0131klamalar,<\/span><\/li>\n<li><span style=\"color: #000000;\">belirli bir olas\u0131l\u0131k d\u00fczeyindeki, \u00f6rneklemeden kaynaklanan belirsizlik ile verilen h\u00fck\u00fcmlerde, kullan\u0131lan ara\u00e7larda, kodlamalarda, aktar\u0131mlarda ve di\u011fer i\u015flemlerdeki k\u00fc\u00e7\u00fck ve birbirinden ba\u011f\u0131ms\u0131z farkl\u0131l\u0131klardan kaynaklanan rassal hatalara ili\u015fkin olarak, bir say\u0131mdaki belirsizli\u011fin s\u0131n\u0131rlar\u0131n\u0131 de\u011ferlendirme,<\/span><\/li>\n<li><span style=\"color: #000000;\">ara\u015ft\u0131rmac\u0131lar, ara\u00e7lar, zaman dilimleri ve yerler aras\u0131ndaki farkl\u0131l\u0131klar gibi, di\u011fer ilgili de\u011fi\u015fkenlik kaynaklar\u0131n\u0131n olas\u0131 etkilerini de\u011ferlendirme,<\/span><\/li>\n<li><span style=\"color: #000000;\">ara\u015ft\u0131rmac\u0131lar\u0131n ve ara\u00e7lar\u0131n giderilemeyen yorgunluklar\u0131n\u0131n etkisi, y\u00f6ntemdeki de\u011fi\u015fiklikler,<\/span><\/li>\n<li><span style=\"color: #000000;\">yan\u0131tlanmam\u0131\u015f sorular ve ge\u00e7ersiz ya da kay\u0131p g\u00f6zlemler,<\/span><\/li>\n<li><span style=\"color: #000000;\">y\u00f6nergeye uygun olarak \u00f6rneklem birimlerinin se\u00e7ilemeyi\u015fi,<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00f6rneklem \u00e7izelgesinde yer alan \u00f6rneklem birimlerine ula\u015f\u0131lamamas\u0131 ve kapsanamamas\u0131,<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00f6rneklemde yer almamas\u0131 gereken, ama sonu\u00e7larda yer alan \u00f6rneklem birimleri,<\/span><\/li>\n<li><span style=\"color: #000000;\">y\u00f6nergeye ayk\u0131r\u0131 olarak yap\u0131lan di\u011fer i\u015fler,<\/span><\/li>\n<li><span style=\"color: #000000;\">ilgili di\u011fer ara\u015ft\u0131rmalarla kar\u015f\u0131la\u015ft\u0131rma,<\/span><\/li>\n<\/ul>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">konular\u0131n\u0131 i\u00e7erir ve genel olarak ara\u015ft\u0131rman\u0131n istatistiksel g\u00fcvenilirli\u011fini ortaya koyar.<\/span><\/p>\n<p><strong><span style=\"color: #993300;\">Kaynaklar<\/span><\/strong><br \/>\n<span style=\"color: #000000;\">Deming, W.E.(1965) Principles of professional statistical practice, <em>Annals of Mathematical Statistics<\/em>, 1883-1900.<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"dnysltsrm\" style=\"color: #339966;\"><strong><em>deneysel tasar\u0131m<\/em><\/strong>{dnysltsrm}<\/div>\n<p><span style=\"color: #000000;\">Bir deneyin sonu\u00e7lar\u0131n\u0131 etkileyen t\u00fcm etkenleri denetim alt\u0131nda tutmaya olanak sa\u011flayan ara\u015ft\u0131rma bi\u00e7imidir. \u00a0Ara\u015ft\u0131rmac\u0131 ne olaca\u011f\u0131n\u0131 belirleyebilir ya da \u00f6ng\u00f6rebilir. \u00a0Deneysel tasar\u0131m genellikle nedensel bir ili\u015fkide zaman \u00f6nceli\u011fi oldu\u011fu(nedenin etkiden \u00f6nce geldi\u011fi), nedensellikte tutarl\u0131l\u0131\u011f\u0131n oldu\u011fu (<\/span><span style=\"color: #000000;\">bir nedenin her zaman ayn\u0131 etkiyi do\u011furdu\u011fu), ve ile\u015fke de\u011ferinin b\u00fcy\u00fck oldu\u011fu<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0durumlarda kullan\u0131l\u0131r. \u00a0Klasik deneysel tasar\u0131m deneysel bir grup ve bir de denetim grubu belirler. \u00a0Ba\u011f\u0131ms\u0131z de\u011fi\u015fgen deneysel grupta ayarlan\u0131r, ve her iki grupta ayn\u0131 ba\u011f\u0131ml\u0131 de\u011fi\u015fgen \u00f6l\u00e7\u00fcl\u00fcr. \u00a0Di\u011fer deneysel tasar\u0131mlarda daha fazla grup ve daha uzun d\u00f6nemlerde yap\u0131lan \u00f6l\u00e7\u00fcmler kullan\u0131l\u0131r. Ger\u00e7ek deneylerde denetim, rassalla\u015ft\u0131rma, ve ayarlama olmal\u0131d\u0131r. \u00a0<\/span><\/p>\n<p><em><span style=\"color: #000000;\">ne sa\u011flar?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Ara\u015ft\u0131rmac\u0131ya durumu denetleme olana\u011f\u0131 verir. B\u00f6ylece, &#8220;Bir \u015feyin olu\u015fmas\u0131n\u0131 ne etkiler?&#8221; sorusuna yan\u0131t verebilir.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">De\u011fi\u015fgenler aras\u0131nda neden ve etki ili\u015fkilerini belirlemeye ve i\u015flem etkilerinden s\u00f6zde i\u015flem etkilerini ay\u0131rd etmeye izin verir.<\/span><\/li>\n<li><span style=\"color: #000000;\">Se\u00e7enek a\u00e7\u0131klamalar\u0131 s\u0131n\u0131rlamay\u0131 ve \u00e7al\u0131\u015fmadaki do\u011frudan nedensel ili\u015fkileri \u00e7\u0131karsamay\u0131 destekler. \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Tekil \u00e7al\u0131\u015ft\u0131rmalarda en \u00fcst derecede kan\u0131t sa\u011flar.<\/span><\/li>\n<\/ul>\n<p><em><span style=\"color: #000000;\">ne sa\u011flamaz?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Tasar\u0131m yapayd\u0131r, ve sonu\u00e7lar ger\u00e7ek d\u00fcnyaya iyi genelle\u015ftirilemeyebilir. <\/span><\/li>\n<li><span style=\"color: #000000;\">Yapay kurgulamalar deneylerin davran\u0131\u015f ya da tepkilerini de\u011fi\u015ftirebilir. \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00d6zel ara\u00e7 ve kurulum gerekirse maliyetli olabilir. <\/span><\/li>\n<li><span style=\"color: #000000;\">Etik ya da teknik nedenlerle baz\u0131 ara\u015ft\u0131rma sorunlar\u0131 deneysel olarak \u00e7al\u0131\u015f\u0131lamaz. <\/span><\/li>\n<li><span style=\"color: #000000;\">Etnografik ve di\u011fer nitel y\u00f6ntemlerin uygulanmas\u0131 zordur.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<span style=\"color: #000000;\"> Anastas, Jeane W. Research Design for Social Work and the Human Services. Chapter 7, Flexible Methods: Experimental Research. 2nd ed. New York: Columbia University Press, 1999.<\/span><br \/>\n<span style=\"color: #000000;\"> Chapter 2: Research Design, Experimental Designs. School of Psychology, University of New England, 2000.<\/span><br \/>\n<span style=\"color: #000000;\">Chow, Siu L. &#8220;Experimental Design.&#8221; In Encyclopedia of Research Design. Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 448-453.<\/span><br \/>\n<span style=\"color: #000000;\"> &#8220;Experimental Design.&#8221; In Social Research Methods. Nicholas Walliman, editor. (London, England: Sage, 2006), pp, 101-110.<\/span><br \/>\n<span style=\"color: #000000;\"> Experimental Research. Research Methods by Dummies. Department of Psychology. California State University, Fresno, 2006.<\/span><br \/>\n<span style=\"color: #000000;\"> Kirk, Roger E. Experimental Design: Procedures for the Behavioral Sciences. 4th edition. Thousand Oaks, CA: Sage, 2013; Trochim, William M.K. Experimental Design. Research Methods Knowledge Base. 2006.<\/span><br \/>\n<span style=\"color: #000000;\"> Rasool, Shafqat. Experimental Research. Slideshare presentation.<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"dvnrlk\" style=\"color: #339966;\"><strong><em>devinirlik\u00a0<\/em><\/strong>(momentum)<\/div>\n<p><span style=\"color: #000000;\"> Hareket eden bir nesnenin h\u0131z\u0131 ve k\u00fctlesinin \u00e7arp\u0131m\u0131ndan olu\u015fan, bir y\u00f6n ve b\u00fcy\u00fckl\u00fck i\u00e7eren \u00fc\u00e7-boyutlu y\u00f6ney nicelik. Nesnenin k\u00fctlesi \\(m\\) ve h\u0131z\u0131 \\(v\\) olmak \u00fczere, nesnenin devinirli\u011fi $$p = m.v$$<br \/>\nolur ve SI birimi cinsinden saniyede kilogram metre (kg \u00b7 m\/s) ile \u00f6l\u00e7\u00fcl\u00fcr. Newton&#8217;un ikinci hareket yasas\u0131na g\u00f6re bir cisimin devirli\u011findeki de\u011fi\u015fme h\u0131z\u0131 cisime etki eden net kuvvete denktir. <\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"dsslgcrlk\" style=\"color: #339966;\"><strong><em>d\u0131\u015fsal ge\u00e7erlik<\/em><\/strong><\/div>\n<p><span style=\"color: #000000;\">D\u0131\u015fsal ge\u00e7erlik genelle\u015ftirmeye ili\u015fkindir. Ge\u00e7erlik \u00f6nermelerin, \u00e7\u0131kar\u0131mlar\u0131n, ve sonu\u00e7lar\u0131 yakla\u015f\u0131k ger\u00e7e\u011fine kar\u015f\u0131l\u0131k gelir. Dolay\u0131s\u0131 ile d\u0131\u015fsal ge\u00e7erlik, genelle\u015ftirme i\u00e7eren sonu\u00e7lar\u0131n yakla\u015f\u0131k ger\u00e7e\u011fidir. D\u00fcz ifadeyle, \u00e7al\u0131\u015fma sonu\u00e7lar\u0131n\u0131n, ara\u015ft\u0131rma kapsam\u0131 d\u0131\u015f\u0131nda kalan durumlar i\u00e7in ne \u00f6l\u00e7\u00fcde ge\u00e7erli oldu\u011fudur.<\/span><\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<a href=\"https:\/\/www.socialresearchmethods.net\/kb\/intval.php\">Research Methods-Knowledge Base<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"E\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>E<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"enlmsntsrm\" style=\"color: #339966;\"><strong><em>enlemesine(cross-sectional) ara\u015ft\u0131rma tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p><span style=\"color: #000000;\">En-kesit \u00e7al\u0131\u015fmalar\u0131n\u0131n \u00fc\u00e7 ay\u0131rdedici \u00f6zelli\u011fi vard\u0131r: zaman boyutu yoktur; m\u00fcdahale sonras\u0131 de\u011fi\u015fme yerine varolan farkl\u0131l\u0131klara dayan\u0131r; ve, gruplar rasgele atama yerine varolan farkl\u0131l\u0131klara dayal\u0131 olarak se\u00e7ilir.En-kesit \u00e7al\u0131\u015fmalar yaln\u0131zca bir de\u011fi\u015fim s\u00fcreci yerine ki\u015fi, denek, ya da olgular\u0131n bir \u00e7e\u015fitlili\u011fi aras\u0131ndaki farkl\u0131l\u0131klar\u0131 \u00f6l\u00e7ebilir. Bu tasar\u0131mda bulgulara dayal\u0131 nedensel \u00e7\u0131karsamalarda g\u00f6receli pasif bir yakla\u015f\u0131mda bulunulabilir.<\/span><\/p>\n<p><em><span style=\"color: #000000;\">ne sa\u011flar?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">En-kesit \u00e7al\u0131\u015fmalar zaman\u0131n belli bir noktas\u0131nda \u00e7\u0131kt\u0131n\u0131n ve \u00f6zelliklerinin anl\u0131k bir g\u00f6r\u00fcnt\u00fcs\u00fcn\u00fc verir. <\/span><\/li>\n<li><span style=\"color: #000000;\">De\u011fi\u015fimi \u00f6l\u00e7mek ya da farkl\u0131l\u0131klar do\u011furmak i\u00e7in ara\u015ft\u0131rmac\u0131n\u0131n aktif m\u00fcdahalesinin oldu\u011fu deneysel tasar\u0131m\u0131n tersine, en-kesit \u00e7al\u0131\u015fmalar ki\u015fi, denek, ya da olgular aras\u0131ndaki varolan farkl\u0131l\u0131klardan \u00e7\u0131karsamada bulunmaya odaklan\u0131r.<\/span><\/li>\n<li><span style=\"color: #000000;\">Zaman\u0131n bir noktas\u0131na ili\u015fkin veri toplamay\u0131 gerektirir. Boylamsal \u00e7al\u0131\u015fmalar yay\u0131lm\u0131\u015f bir zaman diliminde \u00e7oklu \u00f6l\u00e7\u00fcmler i\u00e7erirken, en-kesit \u00e7al\u0131\u015fmalar zaman\u0131n bir an\u0131ndaki de\u011fi\u015fgenler aras\u0131ndaki ili\u015fkileri bulmaya odaklan\u0131r.<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00c7al\u0131\u015fma i\u00e7in belirlenen gruplar rasgele \u00f6rnekleme yerine varolan farkl\u0131l\u0131klara dayal\u0131 olarak se\u00e7ilir.<\/span><\/li>\n<li><span style=\"color: #000000;\">En-kesit \u00e7al\u0131\u015fmalar, g\u00f6zlemsel \u00e7al\u0131\u015fmalar\u0131n tersine co\u011frafi olarak s\u0131n\u0131rlanmaz ve \u00e7ok b\u00fcy\u00fck say\u0131da deneklerden elde edilen verileri kullanabilir. <\/span><\/li>\n<li><span style=\"color: #000000;\">\u00d6rnek genellikle t\u00fcm y\u0131\u011f\u0131ndan al\u0131nd\u0131\u011f\u0131 i\u00e7in, ilgilenilen bir \u00e7\u0131kt\u0131n\u0131n yinelenme s\u0131kl\u0131\u011f\u0131n\u0131 tahmin edebilir. Veri derlemek i\u00e7in genellikle sorgulama tekniklerini kulland\u0131\u011f\u0131ndan, g\u00f6receli olarak ucuzdur ve y\u00fcr\u00fct\u00fclmesi az zaman al\u0131r.<\/span><\/li>\n<\/ul>\n<p><em><span style=\"color: #000000;\">ne sa\u011flamaz?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Belli bir de\u011fi\u015fgen d\u0131\u015f\u0131nda, \u00e7ok benzer ki\u015fileri, denekleri, ya da olgular\u0131 bulmak zor olabilir.<\/span><\/li>\n<li><span style=\"color: #000000;\">Sonu\u00e7lar statik ve zaman s\u0131n\u0131rl\u0131d\u0131r ve, dolay\u0131s\u0131 ile, olaylar\u0131n ard\u0131\u015f\u0131m\u0131yla ilgili bir belirti ya da tarihsel ya da zaman boyutu ba\u011flam\u0131nda i\u015faret vermez. \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Neden ve etki ili\u015fkileri kurmada kullan\u0131lamaz.<\/span><\/li>\n<li><span style=\"color: #000000;\">Ba\u015fka bir zaman \u00e7er\u00e7evesi se\u00e7ilmi\u015f olsa farkl\u0131 sonu\u00e7lar verebilecek \u00e7\u00f6z\u00fcmlemenin anl\u0131k bir g\u00f6r\u00fcnt\u00fcs\u00fcn\u00fc verir.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Bulgular\u0131n bir izlemesi yoktur.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #993300;\">Kaynaklar<\/span><\/strong><br \/>\n<span style=\"color: #000000;\">Bethlehem, Jelke. &#8220;7: Cross-sectional Research.&#8221; In Research Methodology in the Social, Behavioural and Life Sciences. Herman J Ad\u00e8r and Gideon J Mellenbergh, editors. (London, England: Sage, 1999), pp. 110-43.<\/span><br \/>\n<span style=\"color: #000000;\">Bourque, Linda B. \u201cCross-Sectional Design.\u201d In The SAGE Encyclopedia of Social Science Research Methods. Michael S. Lewis-Beck, Alan Bryman, and Tim Futing Liao. (Thousand Oaks, CA: 2004), pp. 230-231.<\/span><br \/>\n<span style=\"color: #000000;\"> Hall, John. \u201cCross-Sectional Survey Design.\u201d In Encyclopedia of Survey Research Methods. Paul J. Lavrakas, ed. (Thousand Oaks, CA: Sage, 2008), pp. 173-174.<\/span><br \/>\n<span style=\"color: #000000;\">Helen Barratt, Maria Kirwan. Cross-Sectional Studies: Design, Application, Strengths and Weaknesses of Cross-Sectional Studies. Healthknowledge, 2009. Cross-Sectional Study. Wikipedia.<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"etkbyklg\" style=\"color: #339966;\"><strong><em>etki b\u00fcy\u00fckl\u00fc\u011f\u00fc<\/em><\/strong><\/div>\n<p><span style=\"color: #000000;\">Etki, bir \u00e7\u0131kt\u0131, bir sonu\u00e7, bir tepki, X&#8217;teki bir de\u011fi\u015fim Y&#8217;de do\u011furdu\u011fu bir de\u011fi\u015fim gibi bir \u015feyin sonucudur. Etki b\u00fcy\u00fckl\u00fc\u011f\u00fc, ortaya \u00e7\u0131kan ya da do\u011fada, ya da y\u0131\u011f\u0131nda bulunacak sonucun b\u00fcy\u00fckl\u00fc\u011f\u00fcd\u00fcr. Etkiler bir laboratuar\u0131n yapay kurgusunda ya da \u00f6rnekte g\u00f6zlenebilse de, etki b\u00fcy\u00fckl\u00fc\u011f\u00fc ger\u00e7ek d\u00fcnyada ortaya \u00e7\u0131kar. Y\u0131\u011f\u0131n\u0131 temsil eden \u00f6rnekler g\u00f6zlenerek etki b\u00fcy\u00fckl\u00fckleri bir dizin bi\u00e7iminde tahmin edilir. Seyreklik(odds) oran\u0131, g\u00f6reli risk, Pearson ile\u015fke katsay\u0131s\u0131 ve karesi, Pillai-Bartlett V istatisti\u011fi gibi onlarca etki b\u00fcy\u00fckl\u00fc\u011f\u00fc dizini vard\u0131r. Etki b\u00fcy\u00fckl\u00fcklerin \u00e7o\u011fu iki aileden birinde toplanabilir:<br \/>\n<em>\\(d\\) ailesi<\/em> &#8211; gruplar aras\u0131ndaki farklar<br \/>\n<em>\\(r\\) ailesi<\/em> &#8211; birliktelik \u00f6l\u00e7\u00fcleri<br \/>\nRisk fark\u0131, risk oran\u0131, seyreklik oran\u0131, Cohen&#8217;in \\(\\delta\\), Glass\u2019\u0131n \\(\\Delta\\), Hedges\u2019in \\(g\\), \u00fcst\u00fcnl\u00fck olas\u0131l\u0131\u011f\u0131 gibi etki b\u00fcy\u00fckl\u00fc\u011f\u00fc dizinleri \\(d\\) ailesi, ile\u015fke katsay\u0131s\u0131 \\(r\\), \\(R^2\\), Spearman\u2019\u0131n \\(\\rho\\), Kendall\u2019\u0131n \\(\\tau\\), \\(\\phi\\) katsay\u0131s\u0131, Cramer\u2019in \\(V\\), Cohen\u2019in \\(f\\), \\(\\eta^2\\) gibi etki b\u00fcy\u00fckl\u00fc\u011f\u00fc dizinleri de \\(r\\) ailesindendir.<\/span><\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/p>\n<p><a href=\"https:\/\/effectsizefaq.com\/\">Effect Size FAQ<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"eylmarstrmtsrm\" style=\"color: #339966;\"><strong><em>eylem ara\u015ft\u0131rma tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p><span style=\"color: #000000;\">Ba\u015flang\u0131\u00e7ta ke\u015fifsel bir duru\u015fu olan eylemsel ara\u015ft\u0131rma tasar\u0131m\u0131, bir sorunu anlama ve kimi m\u00fcdahale stratejileri i\u00e7in planlar\u0131n yap\u0131ld\u0131\u011f\u0131 karakteristik bir d\u00f6ng\u00fc izler. Sonra m\u00fcdahale(eylem ara\u015ft\u0131rmas\u0131n\u0131n &#8220;eylem&#8221;i) yap\u0131l\u0131r ve \u00e7e\u015fitli bi\u00e7imlerde ilgili g\u00f6zlemler al\u0131n\u0131r. Sorun yeterli d\u00fczeyde anla\u015f\u0131l\u0131ncaya ya da ge\u00e7erli bir uygulama \u00e7\u00f6z\u00fcm\u00fcne kadar bu d\u00f6ng\u00fcsel s\u00fcre\u00e7 devam eder. Protokolun do\u011fas\u0131 yinelemli ya da d\u00f6ng\u00fcsel olup, sorunun kavramsalla\u015ft\u0131r\u0131lmas\u0131 ve ayr\u0131nt\u0131land\u0131rmas\u0131yla ba\u015flar ve \u00e7e\u015fitli m\u00fcdahaleler ve de\u011ferlendirmelerle hareket ederek belli bir durumun daha derinden kavranmas\u0131n\u0131 desteklemeyer y\u00f6neliktir.\u00a0<\/span><\/p>\n<p><em><span style=\"color: #000000;\">ne sa\u011flar?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">\u0130\u015f ve toplumsal ortamlarda kullan\u0131labilen i\u015fbirlik\u00e7i ve uyumsal bir tasar\u0131md\u0131r.<\/span><\/li>\n<li><span style=\"color: #000000;\">Kuramlar\u0131 s\u0131namak yerine faydac\u0131 ve sonu\u00e7-ama\u00e7l\u0131 ara\u015ft\u0131rma sonu\u00e7lar\u0131na odakl\u0131d\u0131r.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Ara\u015ft\u0131rmac\u0131lar\u0131n kendi deneyimlerinden \u00f6\u011freneceklerini artt\u0131rma g\u00fcc\u00fc vard\u0131r ve<\/span><span style=\"color: #000000;\">\u00a0eylem ara\u015ft\u0131rma d\u00f6ng\u00fcs\u00fc bir \u00f6\u011frenme d\u00f6ng\u00fcs\u00fc olarak da g\u00f6r\u00fclebilir.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Eylem ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131 genellikle uygulama ve de\u011fi\u015fimi desteklemeyi geli\u015ftirmekle do\u011frudan ve a\u00e7\u0131k\u00e7a ilintilidir.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Ara\u015ft\u0131rmac\u0131n\u0131n \u00f6ncelikli y\u00f6nlendirmesi ya da gizli denetimler yoktur.\u00a0<\/span><\/li>\n<\/ul>\n<p><em><span style=\"color: #000000;\">ne sa\u011flamaz?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Ara\u015ft\u0131rmac\u0131 konunun ara\u015ft\u0131r\u0131lmas\u0131 kadar de\u011fi\u015fim i\u00e7in destekleme sorumlulu\u011funu da ald\u0131\u011f\u0131ndan geleneksel ara\u015ft\u0131rma y\u00fc\u00fcr\u00fctmekten daha zordur.<\/span><\/li>\n<li><span style=\"color: #000000;\">Eylem ara\u015ft\u0131rmas\u0131n\u0131n yaz\u0131lmas\u0131, bulgular\u0131n etkin sunumu i\u00e7in veriler genellikle \u00f6yk\u00fc ya da g\u00f6zlem bi\u00e7iminde oldu\u011fundan standart bir bi\u00e7im bulunamayaca\u011f\u0131 \u00a0daha zordur.<\/span><\/li>\n<li><span lang=\"EN-US\" style=\"color: #000000;\">Ara\u015ft\u0131rmac\u0131n\u0131n ki\u015fisel a\u015f\u0131r\u0131-ilgisi ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 sapt\u0131rabilir.\u00a0<\/span><\/li>\n<li><span lang=\"EN-US\" style=\"color: #000000;\">Eylemin de\u011fi\u015fim ve anlama ikiz \u00e7\u0131kt\u0131lar\u0131na eri\u015fmek i\u00e7in eylem ara\u015ft\u0131rmas\u0131n\u0131n d\u00f6ng\u00fcsel do\u011fas\u0131 zaman al\u0131c\u0131 ve y\u00fcr\u00fctmek i\u00e7in karma\u015f\u0131kt\u0131r.<\/span><\/li>\n<li><span lang=\"EN-US\" style=\"color: #000000;\">De\u011fi\u015fim i\u00e7in destek kat\u0131l\u0131mc\u0131lardan destek gerektirir.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\">Coghlan, David and Mary Brydon-Miller.\u00a0<em>The Sage Encyclopedia of Action Research<\/em>. Thousand Oaks, CA: \u00a0Sage, 2014.<\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\">Efron, Sara Efrat and Ruth Ravid.\u00a0<em>Action Research in Education: A Practical Guide<\/em>. New York: Guilford, 2013.<\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\"> Gall, Meredith.\u00a0<em>Educational Research: An Introduction<\/em>. Chapter 18, Action Research. 8th ed. Boston, MA: Pearson\/Allyn and Bacon, 2007.<\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\"> Gorard, Stephen.\u00a0<em>Research Design: Creating Robust Approaches for the Social Sciences<\/em>. Thousand Oaks, CA: Sage, 2013.<\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\"> Kemmis, Stephen and Robin McTaggart. \u201cParticipatory Action Research.\u201d In\u00a0<em>Handbook of Qualitative Research<\/em>. Norman Denzin and Yvonna S. Lincoln, eds. 2nd ed. (Thousand Oaks, CA: SAGE, 2000), pp. 567-605.<\/span><br \/>\n<span lang=\"EN-US\" style=\"color: #000000;\"> McNiff, Jean.\u00a0<em>Writing and Doing Action Research<\/em>. London: Sage, 2014; Reason, Peter and Hilary Bradbury.\u00a0<em>Handbook of Action Research: Participative Inquiry and Practice<\/em>. Thousand Oaks, CA: SAGE, 2001.<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<\/div>\n<hr \/>\n<div id=\"F\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>F<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"flsftsrm\" style=\"color: #339966;\"><strong><em>felsefi tasar\u0131m<\/em><\/strong><\/div>\n<p>Y\u00f6ntemsel bir tasar\u0131m olmaktan \u00e7ok bir ara\u015ft\u0131rma sorununa \u00e7al\u0131\u015fma alan\u0131ndaki genellikle derine g\u00f6m\u00fcl\u00fc \u00a0zorlu varsay\u0131mlar\u0131 sorgulamaya d\u00f6n\u00fck felsefi \u00e7\u00f6z\u00fcmleme ve tart\u0131\u015fma bi\u00e7imindeki bir yakla\u015f\u0131md\u0131r. \u00a0Bu yakla\u015f\u0131m felsefi gelenekten, kavramlardan, modellerden, ve kuramlardan gelen, \u00a0temel konulardaki savlar\u0131 \u00e7\u00f6z\u00fcmlemek ya da bir ara\u015ft\u0131rma sorunu hakk\u0131nda varolan s\u00f6ylemin k\u00f6klerini tart\u0131\u015fmak i\u00e7in, \u00f6rne\u011fin, mant\u0131k ve akademik tart\u0131\u015fmalar\u0131n ilintisi gibi, \u00a0tart\u0131\u015fma ara\u00e7lar\u0131n\u0131 kullan\u0131r. Bu kapsaml\u0131 \u00e7\u00f6z\u00fcmleme ara\u00e7lar\u0131 \u00fc\u00e7 yoldan \u00e7er\u00e7evelenir:<\/p>\n<p>Varl\u0131kbilim(ontoloji) &#8211;ger\u00e7ekli\u011fin do\u011fas\u0131n\u0131 betimleyen \u00e7al\u0131\u015fma; \u00f6rne\u011fin, ger\u00e7ek nedir ya da de\u011fildir, temel olan nedir ve t\u00fcretilmi\u015f olan nedir?<br \/>\nBilgibilimepistemoloji) &#8212; bilginin do\u011fas\u0131n\u0131 ke\u015ffeden \u00e7al\u0131\u015fma; \u00f6rne\u011fin, bilgimiz ve kavray\u0131\u015f\u0131m\u0131z bildiklerimize hangi ara\u00e7lar \u00fczerinden dayan\u0131r ve bildiklerimizden nas\u0131l emin olabiliriz?<br \/>\nDe\u011ferbilim(aksiyoloji) &#8212; de\u011ferler \u00e7al\u0131\u015fmas\u0131; \u00f6rne\u011fin, bir birey ya da grup hangi de\u011ferlere neden sahiptir? De\u011ferler ilgi, arzu, istek, deneyim, ve ama\u00e7la nas\u0131l ba\u011flant\u0131l\u0131d\u0131r? Ger\u00e7ek meselesi ile de\u011fer meselesi aras\u0131ndaki fark nedir?<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Etik karar vermeyi uygulamaya ge\u00e7irmek i\u00e7in bir temel olu\u015fturabilir.<\/li>\n<li>Ara\u015ft\u0131rma ama\u00e7lar\u0131 hakk\u0131nda daha fazla kendi kendine anlama, ve bilgi edinmenin bir arac\u0131 olarak i\u015fler.<\/li>\n<li>Bir birey ya da grubu genel temel uygulamalar ve ilkelere a\u00e7\u0131kl\u0131k getirir.<\/li>\n<li>D\u00fc\u015f\u00fcnce ve tart\u0131\u015fmalar\u0131n g\u00f6receli olarak d\u00fc\u015f\u00fcnce \u00fcr\u00fcn\u00fc olmayan y\u00f6ntemlerdeki kavram ve kuramlar\u0131 ar\u0131nd\u0131r\u0131r.<\/li>\n<li>Y\u00f6ntembilimden ba\u015fka, felsefe de bilgibilim ve ger\u00e7e\u011fin yap\u0131s\u0131(metafizik) hakk\u0131nda ele\u015ftirel d\u00fc\u015f\u00fcnmeyi \u00a0bilgilendirir.<\/li>\n<li>Terim, kavram, ve fikirlerin uygulama ve kuramda kullan\u0131\u015flar\u0131na tan\u0131m getirir ve a\u00e7\u0131kl\u0131k sa\u011flar.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Toplumsal bilim ara\u015ft\u0131rmas\u0131nda &#8220;\u00d6yleyse ne?&#8221; sorusunu yan\u0131tlama gibi belirgin ara\u015ft\u0131rma sorunlar\u0131na k\u0131s\u0131tl\u0131 uygulama.<\/li>\n<li>\u00c7\u00f6z\u00fcmleme, ger\u00e7ek ya\u015fam sorunlar\u0131na uygulamada soyut, tart\u0131\u015fmal\u0131, ve s\u0131n\u0131rl\u0131 kalabilir.<\/li>\n<li>Felsefi \u00e7\u00f6z\u00fcmleme, basit ve \u00e7antada keklikken, yaz\u0131lmas\u0131 gereksiz \u00f6zel dil, abartma, a\u015f\u0131r\u0131 al\u0131nt\u0131 ve belgelemeye bo\u011fularak sorunlu hale gelebilir.<\/li>\n<li>Felsefi \u00e7\u00f6z\u00fcmlemenin arac\u0131 olarak e\u011fretilemenin kullan\u0131m\u0131nda s\u0131n\u0131rlamalar vard\u0131r.<\/li>\n<li>Felsefeden savunmaya ve soyut d\u00fc\u015f\u00fcnce ve olgusal d\u00fcnyaya uygulamaya ge\u00e7i\u015fte \u00e7\u00f6z\u00fcmsel zorluklar olabilir.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nBurton, Dawn. &#8220;Part I, Philosophy of the Social Sciences.&#8221; In Research Training for Social Scientists. (London, England: Sage, 2000), pp. 1-5.<br \/>\nChapter 4, Research Methodology and Design. Unisa Institutional Repository (UnisaIR), University of South Africa.<br \/>\nJarvie, Ian C., and Jes\u00fas Zamora-Bonilla, editors. The SAGE Handbook of the Philosophy of Social Sciences. London: Sage, 2011.<br \/>\nLabaree, Robert V. and Ross Scimeca. \u201cThe Philosophical Problem of Truth in Librarianship.\u201d The Library Quarterly 78 (January 2008): 43-70.<br \/>\nMaykut, Pamela S. Beginning Qualitative Research: A Philosophic and Practical Guide. Washington, DC: Falmer Press, 1994.<br \/>\nMcLaughlin, Hugh. &#8220;The Philosophy of Social Research.&#8221; In Understanding Social Work Research. 2nd edition. (London: SAGE Publications Ltd., 2012), pp. 24-47.<br \/>\nStanford Encyclopedia of Philosophy. Metaphysics Research Lab, CSLI, Stanford University, 2013.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"G\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>G<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"grlrsk\" style=\"color: #339966;\"><strong><em>g\u00f6reli risk<\/em><\/strong><\/div>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\"><em>G\u00f6reli risk<\/em>(<em>GR<\/em>)\u00a0genellikle iki grup oras\u0131nda olu\u015fan bir olay\u0131n olabilirli\u011fi, ya da \u015fans\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rmaya y\u00f6nelik \u00e7al\u0131\u015fmalarda kullan\u0131l\u0131r. \u0130statistiksel anlaml\u0131l\u0131k belirlemedi\u011fi i\u00e7in \u00e7\u0131kar\u0131ml\u0131 de\u011fil betimlemeli bir istatistiktir. G\u00f6reli risk bir olay\u0131n bir grupta olu\u015fma olas\u0131l\u0131\u011f\u0131na g\u00f6re di\u011fer bir grupta olu\u015fma olas\u0131l\u0131\u011f\u0131ndan yararlan\u0131r. \u00a0Birinin olay\u0131(olu\u015ftu-olu\u015fmad\u0131), di\u011ferinin grubu(1.grup-2.grup) \u00f6l\u00e7t\u00fc\u011f\u00fc iki-de\u011ferli iki de\u011fi\u015fgen gerektirir. G\u00f6reli risk bir olay\u0131n 1.grupta olu\u015fma olas\u0131l\u0131\u011f\u0131 ikinci grupta olu\u015fma olas\u0131l\u0131\u011f\u0131na b\u00f6l\u00fcnerek hesaplan\u0131r. \u00a0G\u00f6reli risk <em>seyreklik oran\u0131<\/em>(odds ratio)&#8217;na \u00e7ok benzer; ancak GR y\u00fczdelerin oran\u0131 seyreklik oran ise seyrekliklerin oran\u0131 kullan\u0131larak hesapklan\u0131r. \u00a0 GR de\u011ferleri s\u0131f\u0131ra e\u015fit ya da s\u0131f\u0131rdan b\u00fcy\u00fckt\u00fcr. \u00a0 1 de\u011feri do\u011fal bir sonucu g\u00f6sterir: bir olay\u0131n bir grupta olu\u015fma olas\u0131l\u0131\u011f\u0131 di\u011fer grupta olu\u015fma olas\u0131l\u0131\u011f\u0131 ile ayn\u0131d\u0131r. \u00a0Ancak s\u0131f\u0131r de\u011feri, 2.grupta olay belli bir say\u0131da olu\u015fmu\u015fken 1.gruptaki durumlar\u0131n hi\u00e7 birinde olay\u0131n olu\u015fmad\u0131\u011f\u0131n\u0131 g\u00f6sterir.\u00a0<\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">Bir \u00f6rnek olarak ana-babal\u0131k durumu ile \u00a0zeka d\u00fczeyi aras\u0131ndaki GR&#8217;i tahmin etme amac\u0131ndaki bir \u00e7al\u0131\u015fmay\u0131 ele alal\u0131m. \u00c7\u00f6z\u00fcmlenecek iki-de\u011ferli iki de\u011fi\u015fgen ana-baba durumu ve zeka d\u00fczeyidir. \u00a0Derlenen verilere g\u00f6re \u00a0ana-baba konumundaki <\/span><span style=\"color: #000000;\">58 denekten 32&#8217;sinin ve ana-baba konumunda olmayan 684 denekten 676&#8217;s\u0131n\u0131n y\u00fcksek zekal\u0131 oldu\u011fu anla\u015f\u0131lm\u0131\u015ft\u0131r. D\u00fc\u015f\u00fck zekal\u0131 olmaya kar\u015f\u0131 ana-baba konumunda ve y\u00fcksek zekal\u0131 olma G\u00f6reli Riski,<\/span><\/p>\n<table style=\"height: 170px;\" width=\"424\" align=\"center\">\n<tbody>\n<tr>\n<td width=\"100\"><\/td>\n<td style=\"text-align: center;\" width=\"100\">Ana-baba<\/td>\n<td style=\"text-align: center;\" width=\"100\">Ana-baba de\u011fil<\/td>\n<td style=\"text-align: center;\" width=\"100\">Toplam<\/td>\n<\/tr>\n<tr>\n<td width=\"100\">Y\u00fcksek zeka<\/td>\n<td style=\"text-align: center;\" width=\"100\">32<\/td>\n<td style=\"text-align: center;\" width=\"100\">\u00a0676<\/td>\n<td style=\"text-align: center;\" width=\"100\">\u00a0708<\/td>\n<\/tr>\n<tr>\n<td width=\"100\">D\u00fc\u015f\u00fck zeka<\/td>\n<td style=\"text-align: center;\" width=\"100\">26<\/td>\n<td style=\"text-align: center;\" width=\"100\">8<\/td>\n<td style=\"text-align: center;\" width=\"100\">\u00a034<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\" width=\"100\">Toplam<\/td>\n<td style=\"text-align: center;\" width=\"151\">\u00a058<\/td>\n<td style=\"text-align: center;\" width=\"151\">684<\/td>\n<td style=\"text-align: center;\" width=\"151\">\u00a0742<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><em><br \/>\n<\/em><em>A<\/em>: Y\u00fcksek zekal\u0131 ana-baba olma \u00a0\u00a0<em>B<\/em>:D\u00fc\u015f\u00fck zekal\u0131 ana-baba olma \u00a0olay\u0131n\u0131 simgelemek \u00fczere, \\[GR = \\frac{{Ol(A)}}{{Ol(B)}}=\\frac{\\frac{32}{708}}{\\frac{26}{34}}=0.06\\]bi\u00e7iminde hesaplan\u0131r. Buna g\u00f6re \u00a0bir ana-baban\u0131n y\u00fcksek zekal\u0131 olma riski d\u00fc\u015f\u00fck zekal\u0131 ana-babalar\u0131nkinin 0.06 kat\u0131d\u0131r.<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<a href=\"https:\/\/en.0wikipedia.org\/index.php?q=aHR0cHM6Ly9lbi53aWtpcGVkaWEub3JnL3dpa2kvUmVsYXRpdmVfcmlzaw\">relative risk<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"gzlmsltsrm\" style=\"color: #339966;\"><strong><em>g\u00f6zlemsel tasar\u0131m<\/em><\/strong><\/div>\n<p>Ara\u015ft\u0131rmac\u0131n\u0131n deney \u00fczerinde her hangi bir denetiminin bulunmad\u0131\u011f\u0131 durumlarda deneklerin bir denetim grubuyla kar\u015f\u0131la\u015ft\u0131r\u0131larak bir sonu\u00e7 \u00e7\u0131kar\u0131ld\u0131\u011f\u0131 ara\u015ft\u0131rma bi\u00e7imidir. G\u00f6zlemsel tasar\u0131mlar\u0131n iki genel \u00a0t\u00fcr\u00fc vard\u0131r. Do\u011frudan g\u00f6zlemlemede, denekler g\u00f6zlendiklerini bilir. \u00a0Bireylerin g\u00f6zlemlendiklerini bilmedikleri fark edilmeyen \u00f6l\u00e7meler davran\u0131\u015f incelemesi i\u00e7in her hangi bir y\u00f6ntemi kullanabilir. G\u00f6zlemsel bir inceleme bir olgunun i\u00e7 y\u00fcz\u00fcn\u00fc g\u00f6sterir ve b\u00fcy\u00fck ve \u00a0y\u00fcr\u00fct\u00fclmesi zor olan bir ara\u015ft\u0131rma projesi olu\u015fturman\u0131n etik ve uygulama zorluklar\u0131n\u0131 \u00f6nler.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>G\u00f6zlemsel \u00e7al\u0131\u015fmalar genellikle esnektir ve g\u00f6zlenmesi beklenen hakk\u0131ndaki bir sav etraf\u0131nda yap\u0131land\u0131rma gerekmez [\u00f6nceden olan de\u011fil yeni elde edilen veriler].<\/li>\n<li>Belli bir davran\u0131\u015fa ili\u015fkin derinlemesine bilgi toplanabilir.<\/li>\n<li>Grup etkile\u015fimlerinin karma\u015f\u0131k boyutlar\u0131 aras\u0131ndaki ili\u015fkilere \u0131\u015f\u0131k tutabilir.<\/li>\n<li>Sonu\u00e7lar ger\u00e7ek ya\u015famdaki durumlara genelle\u015ftirilebilir.<\/li>\n<li>Deney gibi di\u011fer y\u00f6ntemleri uygulamadan \u00f6nce hangi de\u011fi\u015fgenlerin \u00f6nemli oldu\u011funu ke\u015ffetmede yararl\u0131d\u0131r.<\/li>\n<li>G\u00f6zlemsel ara\u015ft\u0131rma tasar\u0131mlar\u0131 grup davran\u0131\u015flar\u0131n\u0131n karma\u015f\u0131kl\u0131\u011f\u0131n\u0131 dikkate al\u0131r.<\/li>\n<\/ul>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Davran\u0131\u015flar\u0131n s\u00fcrekli yinelendi\u011fini g\u00f6rmek zaman al\u0131c\u0131 bir i\u015f oldu\u011fundan ve tekrarlama zorlu\u011fu nedeniyle verilerin g\u00fcvenirli\u011fi d\u00fc\u015f\u00fckt\u00fcr.<\/li>\n<li>Bulgular y\u0131\u011f\u0131ndan tek bir \u00f6rne\u011fe ili\u015fkindir ve, dolay\u0131s\u0131 ile, di\u011fer gruplara genelle\u015ftirilemez.<\/li>\n<li>Ara\u015ft\u0131rmac\u0131n\u0131n yaln\u0131zca &#8220;g\u00f6rmek istedi\u011fini&#8221; g\u00f6rmesi gibi sapma sorunlar\u0131 olabilir.<\/li>\n<li>Hi\u00e7 bir \u015fey ayarlanmad\u0131\u011f\u0131 i\u00e7in &#8220;neden-etki&#8221; ili\u015fkilerini belirleme olana\u011f\u0131 yoktur.<\/li>\n<li>Kaynaklar ya da deneklerin hepsi ayn\u0131 \u00f6l\u00e7\u00fcde g\u00fcvenilir olmayabilir.<\/li>\n<li>\u00dczerinde inceleme yap\u0131ld\u0131\u011f\u0131n\u0131n fark\u0131nda olan her hangi bir grup, ara\u015ft\u0131rmac\u0131n\u0131n varl\u0131\u011f\u0131ndan bir \u00f6l\u00e7\u00fcde etkilenir ve bu da toplanan verilerde olas\u0131 bir \u00e7arp\u0131kl\u0131\u011fa yol a\u00e7abilir.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nAtkinson, Paul and Martyn Hammersley. \u201cEthnography and Participant Observation.\u201d In Handbook of Qualitative Research. Norman K. Denzin and Yvonna S. Lincoln, eds. (Thousand Oaks, CA: Sage, 1994), pp. 248-261.<br \/>\nObservational Research. Research Methods by Dummies. Department of Psychology. California State University, Fresno, 2006.<br \/>\nPatton Michael Quinn. Qualitiative Research and Evaluation Methods. Chapter 6, Fieldwork Strategies and Observational Methods. 3rd ed. Thousand Oaks, CA: Sage, 2002.<br \/>\nPayne, Geoff and Judy Payne. &#8220;Observation.&#8221; In Key Concepts in Social Research. The SAGE Key Concepts series. (London, England: Sage, 2004), pp. 158-162.<br \/>\nRosenbaum, Paul R. Design of Observational Studies. New York: Springer, 2010.<br \/>\nWilliams, J. Patrick. &#8220;Nonparticipant Observation.&#8221; In The Sage Encyclopedia of Qualitative Research Methods. Lisa M. Given, editor.(Thousand Oaks, CA: Sage, 2008), pp. 562-563.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"G\u00fc\u00e7\" style=\"color: #339966;\"><span style=\"color: #339966;\"><em><b>\u00a0<\/b>istatistiksel\u00a0<\/em><\/span><strong><span style=\"color: #339966;\"><em>\u00a0g\u00fc\u00e7<\/em><\/span><\/strong><\/div>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">Ger\u00e7ekte yanl\u0131\u015f olan istatistiksel bir sav\u0131n red edilme olas\u0131l\u0131\u011f\u0131. Sav\u0131n bi\u00e7imi, <span style=\"color: #339966;\"><em>I T\u00fcr hata olas\u0131l\u0131\u011f\u0131\u00a0<span style=\"color: #000000;\">, <\/span><\/em><span style=\"color: #000000;\">v<\/span><span style=\"color: #000000;\">e yokluk sav\u0131nda \u00f6ng\u00f6r\u00fclen \u00f6l\u00e7\u00fcm\u00f6te de\u011ferine ba\u011fl\u0131 olarak <span style=\"color: #339966;\"><em>\u00f6rnek \u00e7ap\u0131<\/em><\/span>n\u0131n en alt de\u011ferini belirlemede kullan\u0131l\u0131r.\u00a0<\/span><\/span><\/span><\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/p>\n<p><a href=\"https:\/\/effectsizefaq.com\/\">Effect Size FAQ<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"H\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>H<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"hptz\" style=\"color: #339966;\"><strong><em>hipotez <\/em><\/strong> Bknz. <strong><a href=\"#sav\">sav <\/a><\/strong><\/div>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"I\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>I<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"\u0130\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>\u0130<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"icslgcrlk\" style=\"color: #339966;\"><strong><em>i\u00e7sel ge\u00e7erlik<\/em><\/strong><\/div>\n<p>Neden-sonu\u00e7 ya da nedensel ili\u015fkilere ili\u015fkin yakla\u015f\u0131k ger\u00e7ek. Nedensel ili\u015fki kurma amac\u0131ndaki ara\u015ft\u0131rmalar i\u00e7in s\u00f6z konusudur. \u00a0G\u00f6zlemsel ya da betimsel \u00e7al\u0131\u015fmalar\u0131n \u00e7o\u011fu i\u00e7in i\u00e7sel ge\u00e7erlik s\u00f6z konusu de\u011fildir. \u00a0Ancak toplumsal programlar ya da d\u00fczenlemelerin etkisini belirleyen \u00e7al\u0131\u015fmalarda i\u00e7sel ge\u00e7erlik ana ilgi konusu olabilir. \u00a0\u0130\u00e7sel ge\u00e7erlikte temel soru, &#8220;sonu\u00e7&#8221;ta g\u00f6zlenen de\u011fi\u015fmenin &#8220;neden&#8221;e mi yoksa ba\u015fka olas\u0131 nedenlere mi ba\u011fl\u0131 oldu\u011fudur.<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<a href=\"https:\/\/www.socialresearchmethods.net\/kb\/intval.php\">Research Methods-Knowledge Base<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"isttstkslarstrm\" style=\"color: #339966;\"><strong><em>istatistiksel ara\u015ft\u0131rma<\/em><\/strong><\/div>\n<p>\u0130statistiksel bir ara\u015ft\u0131rma, ara\u015ft\u0131rma sorunundan ba\u015flayarak ad\u0131m ad\u0131m sorunun genel anlamda \u00e7\u00f6z\u00fcm \u00f6nerilerinin uygulamaya konulabilmesi i\u00e7in gerekli nicel bilgileri \u00fcreten bir s\u00fcre\u00e7tir.<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-664\" src=\"https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess-300x252.png\" alt=\"\" width=\"300\" height=\"252\" srcset=\"https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess-300x252.png 300w, https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess-768x645.png 768w, https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess-700x588.png 700w, https:\/\/www.akademikidea.org\/a-kitap\/wp-content\/uploads\/2017\/07\/researchprocess.png 769w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>Bu s\u00fcrecin \u00e7ok dikkatli at\u0131lmas\u0131 gereken ad\u0131m\u0131, \u00f6l\u00e7\u00fcm\u00f6te tahminlerinin belli bir g\u00fcven d\u00fczeyinde nas\u0131l elde edilece\u011fi ve \u00f6l\u00e7\u00fcm\u00f6teler aras\u0131 ba\u011flant\u0131lar\u0131n nas\u0131l s\u0131nanaca\u011f\u0131n\u0131 i\u00e7eren ayr\u0131nt\u0131l\u0131 bir yol haritas\u0131 olan ara\u015ft\u0131rma tasar\u0131m\u0131 a\u015famas\u0131d\u0131r. Ara\u015ft\u0131rmac\u0131n\u0131n alt yap\u0131s\u0131, bu s\u00fcrecin tasar\u0131m ve veri \u00e7\u00f6z\u00fcmleme ad\u0131mlar\u0131n\u0131 y\u00fcr\u00fctmek i\u00e7in yeterli olmayabilir. Yanl\u0131\u015f bir yol haritas\u0131yla hedefe ula\u015f\u0131lamayaca\u011f\u0131 son derece a\u00e7\u0131kt\u0131r.<\/p>\n<p>E\u011fer bir ara\u015ft\u0131rmac\u0131, ara\u015ft\u0131rman\u0131n istatistiksel savlar\u0131n\u0131 s\u0131nayacak en uygun istatistiksel y\u00f6ntemi se\u00e7me ve uygulama konusunda yeterli bir \u00f6zg\u00fcvene sahip de\u011filse, bu s\u00fcrecin ara\u015ft\u0131rma sorununun kuramsal a\u00e7\u0131klamas\u0131 a\u015famas\u0131ndan sonra uzman bir istatistik\u00e7iye dan\u0131\u015farak yola devam etmelidir.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"J\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>J<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"K\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>K<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"#A\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"krstrndgsgn\" style=\"color: #339966;\"><strong><em>kar\u0131\u015ft\u0131ran<\/em><\/strong><em>(confounding)<\/em><strong><em> de\u011fi\u015fgen<\/em><\/strong><\/div>\n<p>\u00dc\u00e7\u00fcnc\u00fc ya da arac\u0131 de\u011fi\u015fgen olarak da bilinen kar\u0131\u015ft\u0131ran de\u011fi\u015fgen ba\u011f\u0131ml\u0131 ve ba\u011f\u0131ms\u0131z de\u011fi\u015fgen aras\u0131ndaki ili\u015fkiyi ters y\u00f6nde etkileyebilir. Bu da sonu\u00e7lar\u0131n yanl\u0131\u015f yorumuna neden olabilir. \u00a0Sonu\u00e7lar, yokluk sav\u0131n\u0131n yanl\u0131\u015f bi\u00e7imde reddine yol a\u00e7abilecek bi\u00e7imde ba\u011f\u0131ml\u0131 ve ba\u011f\u0131ms\u0131z de\u011fi\u015fgenler aras\u0131nda sahte bir ile\u015fke g\u00f6sterebilir.<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/p>\n<p id=\"page-title\" class=\"title\"><a href=\"https:\/\/explorable.com\/confounding-variables\">Confounding Variable \/ Third Variable<\/a><\/p>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"krmyntmtsrm\" style=\"color: #339966;\"><strong><em>karma-y\u00f6ntem tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p>Karma-y\u00f6ntem tasar\u0131m\u0131, ara\u015ft\u0131rma sorunlar\u0131 \u00fczerine 1) ger\u00e7ek-ya\u015fam ba\u011flam\u0131nda anlay\u0131\u015flar\u0131n bir incelemesini, \u00e7ok-katmanl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131, ve ekinsel etkilerini; 2) yap\u0131lar\u0131n b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fc ve s\u0131kl\u0131\u011f\u0131n\u0131 inceleyen ayr\u0131nt\u0131l\u0131 nicel bir ara\u015ft\u0131rma ve yap\u0131lar\u0131n anlam\u0131n\u0131 ve kavranmas\u0131n\u0131 ke\u015ffeden ayr\u0131nt\u0131l\u0131 bir nitel ara\u015ft\u0131rma; ve 3) olas\u0131 \u00e7\u00f6z\u00fcmleri \u00fcretecek a\u00e7\u0131klay\u0131c\u0131 b\u00fct\u00fcnc\u00fcl bir \u00e7er\u00e7eve ya da sorunun yeni bir anla\u015f\u0131m\u0131n\u0131 ortaya koymak i\u00e7in nicel ve nitel veri derlemenin g\u00fc\u00e7l\u00fc y\u00f6nlerini alma amac\u0131 gerektiren bir odaklanma \u00f6zelli\u011fi ta\u015f\u0131r.Karma y\u00f6ntemleri \u00f6neren Tashakkori &#8211; Creswell (2007) ve di\u011ferleri tasar\u0131m\u0131n nitel ve nicel y\u00f6ntemlerin basit bir birle\u015fiminden \u00f6te, pozitivizm ve yorumlay\u0131c\u0131l\u0131k aras\u0131ndaki kavramsal uzay\u0131 dolduran yeni bir bilgibilimsel &#8220;\u00fc\u00e7\u00fcnc\u00fc yol&#8221; yakla\u015f\u0131m\u0131n\u0131 yans\u0131tt\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcrerler.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Say\u0131sal veri metinsel olmayan ve \u00f6yk\u00fcsel bilgiye duyarl\u0131k, metinsel olmayan ve \u00f6yk\u00fcsel bilgi de say\u0131sal veriye anlam kazand\u0131rabilir.<\/li>\n<li>\u0130ncelenen olguyu betimleyen ve a\u00e7\u0131klayan aya\u011f\u0131 yere basan ayn\u0131 zamanda kuram \u00fcretir ve s\u0131narken varolan verileri kullanabilir.<\/li>\n<li>Ara\u015ft\u0131rmac\u0131 tek bir y\u00f6ntemle s\u0131n\u0131rlanmad\u0131\u011f\u0131ndan daha genel ve karma\u015f\u0131k bir ara\u015ft\u0131rma sorunu ele al\u0131nabilir.<\/li>\n<li>Bir y\u00f6ntemin \u00fcst\u00fcnl\u00fc\u011f\u00fc di\u011fer bir y\u00f6ntemin zay\u0131fl\u0131\u011f\u0131n\u0131 a\u015fmada kullan\u0131labilir.<\/li>\n<li>Bir sonucu ya da \u00f6neriler k\u00fcmesini desteklemek i\u00e7in daha g\u00fc\u00e7l\u00fc ve sa\u011flam kan\u0131tlar sa\u011flayabilir.<\/li>\n<li>Tek bir y\u00f6ntemin a\u00e7\u0131\u011fa \u00e7\u0131karamayabilece\u011fi gizil i\u00e7g\u00f6r\u00fcleri, \u00f6r\u00fcnt\u00fcleri, ve ili\u015fkileri ortaya \u00e7\u0131karabilir ya da yeni bilgi ve i\u00e7g\u00f6r\u00fcler \u00fcretebilir.<\/li>\n<li>Kuram ve uygulamaya aktar\u0131lan bulgular\u0131n genelle\u015ftirilmesini artt\u0131rmada kullan\u0131labilecek ara\u015ft\u0131rma sorunu \u00fczerine daha eksizsiz bir bilgi ve anlay\u0131\u015f \u00fcretir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Bir ara\u015ft\u0131rma sorununa \u00e7oklu y\u00f6ntemlerin nas\u0131l uygulanaca\u011f\u0131 ve y\u00f6ntemleri kayna\u015ft\u0131ran bir \u00e7al\u0131\u015fman\u0131n en iyi nas\u0131l tasarlanaca\u011f\u0131 konular\u0131nda ara\u015ft\u0131rmac\u0131 usta olmal\u0131d\u0131r.<\/li>\n<li>Ge\u00e7erli bir sonu\u00e7 ya da \u00f6nerilen bir eylem yolu \u00e7\u0131karma i\u00e7eren \u00f6rnek g\u00f6r\u00fc\u015fmelerinde al\u0131nan yan\u0131tlar\u0131n varolan istatistiksel verileri desteklememesi gibi belirsiz bulgular ya da \u00e7eli\u015fkili sonu\u00e7larla kar\u015f\u0131la\u015fma olas\u0131l\u0131\u011f\u0131 artabilir.<\/li>\n<li>Tasar\u0131m \u00e7ok karma\u015f\u0131k olabilece\u011fi i\u00e7in, bulgular\u0131n bildirilmesi \u00e7ok iyi kurgulanm\u0131\u015f bir anlat\u0131m, temiz bir yaz\u0131m bi\u00e7imi, s\u00f6zc\u00fcklerin yerinde se\u00e7imini gerektirir.<\/li>\n<li>Uzmanlar aras\u0131nda i\u015fbirli\u011fi gerektirir.<\/li>\n<li>Farkl\u0131 ara\u015ft\u0131rma yakla\u015f\u0131mlar\u0131n\u0131 ve yaz\u0131m bi\u00e7imlerini birle\u015ftirmek, tek bir y\u00f6ntemin kullan\u0131ld\u0131\u011f\u0131 \u00e7al\u0131\u015fmalardakinden daha fazla genel ara\u015ft\u0131rma s\u00fcrecine dikkat gerektirir.<\/li>\n<li>Nicel ve nitel ara\u015ft\u0131rman\u0131n uyu\u015fumlu birle\u015ftirimi \u00f6rnek \u00e7aplar\u0131n\u0131n yeterli olmas\u0131na, kar\u015f\u0131la\u015ft\u0131r\u0131labilir \u00f6rnekler kullanmaya, ve \u00e7\u00f6z\u00fcmlemede tutarl\u0131 bir birim kullanmaya daha fazla dikkat gerektirir.<\/li>\n<li>Nicel(nitel) ara\u015ft\u0131rman\u0131n bir a\u015famas\u0131n\u0131n nitel(nicel) bir ara\u015ft\u0131rman\u0131n bir a\u015famas\u0131na dayand\u0131r\u0131ld\u0131\u011f\u0131 <a href=\"ardsktsrm\"><em>ard\u0131\u015f\u0131k tasar\u0131m<\/em><\/a>larda birinci a\u015famadaki hangi sonu\u00e7lar\u0131 sonraki a\u015famada kullan\u0131laca\u011f\u0131, her iki a\u015fama i\u00e7in uygun \u00f6rnek \u00e7aplar\u0131n\u0131n tahmin edilmesi ve \u00f6rneklerin se\u00e7ilmesi, ve her iki a\u015fama sonu\u00e7lar\u0131n\u0131n yorumlanmas\u0131 konusundaki kararlar zor verilebilir.<\/li>\n<li>Derlenecek ve \u00e7\u00f6z\u00fcmlenecek verilerin \u00e7oklu bi\u00e7imlerinden dolay\u0131, veri derleme ve yorumlamadaki \u00e7oklu ad\u0131mlar\u0131 atmak i\u00e7in bu tasar\u0131m a\u015f\u0131r\u0131 zaman ve kaynak gerektirir.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nBurch, Patricia and Carolyn J. Heinrich. Mixed Methods for Policy Research and Program Evaluation. Thousand Oaks, CA: Sage, 2016.<br \/>\nCreswell, John w. et al. Best Practices for Mixed Methods Research in the Health Sciences. Bethesda, MD: Office of Behavioral and Social Sciences Research, National Institutes of Health, 2010.<br \/>\nCreswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th edition. Thousand Oaks, CA: Sage Publications, 2014.<br \/>\nDom\u00ednguez, Silvia, editor. Mixed Methods Social Networks Research. Cambridge, UK: Cambridge University Press, 2014.<br \/>\nHesse-Biber, Sharlene Nagy. Mixed Methods Research: Merging Theory with Practice. New York: Guilford Press, 2010.<br \/>\nNiglas, Katrin. \u201cHow the Novice Researcher Can Make Sense of Mixed Methods Designs.\u201d International Journal of Multiple Research Approaches 3 (2009): 34-46.<br \/>\nOnwuegbuzie, Anthony J. and Nancy L. Leech. \u201cLinking Research Questions to Mixed Methods Data Analysis Procedures.\u201d The Qualitative Report 11 (September 2006): 474-498.<br \/>\nTashakorri, Abbas and John W. Creswell. \u201cThe New Era of Mixed Methods.\u201d Journal of Mixed Methods Research 1 (January 2007): 3-7.<br \/>\nZhanga, Wanqing. \u201cMixed Methods Application in Health Intervention Research: A Multiple Case Study.\u201d International Journal of Multiple Research Approaches 8 (2014): 24-35.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"ksfsltsrm\" style=\"color: #339966;\"><strong><em>ke\u015fifsel tasar\u0131m<\/em><\/strong><\/div>\n<p>Bir sonucu \u00f6ng\u00f6rmek i\u00e7in dayanacak \u00e7al\u0131\u015fmalar\u0131n olmad\u0131\u011f\u0131 ya da \u00e7ok az oldu\u011fu bir ara\u015ft\u0131rma sorunu durumunda y\u00fcr\u00fct\u00fclen bir tasar\u0131m bi\u00e7imidir. Sonraki ya da \u00fcstlenilen bir ara\u015ft\u0131rma sorunlar\u0131 incelemenin \u00f6n bir a\u015famas\u0131ndayken, i\u00e7g\u00f6r\u00fc ve tan\u0131\u015f\u0131kl\u0131k kazanmaya \u00a0odakl\u0131d\u0131r. \u00a0Ke\u015fifsel tasar\u0131m, genellikle konuyla ilgili bilgi toplamaya etkin uygulanabilecek y\u00f6ntembilimin ne odu\u011fu ya da konuyu ele almaya en iyi nas\u0131l yakla\u015f\u0131laca\u011f\u0131na ili\u015fkin bir anla\u015f\u0131m ortaya koymada kullan\u0131l\u0131r.<\/p>\n<p>Ke\u015fifsel bir ara\u015ft\u0131rman\u0131n ama\u00e7lar\u0131 \u015fu olas\u0131 i\u00e7g\u00f6r\u00fcleri \u00fcretmeye y\u00f6neliktir:<\/p>\n<ul>\n<li>Temel ayr\u0131nt\u0131lar, kurgular, ve kayg\u0131larla tan\u0131\u015f\u0131kl\u0131k.<\/li>\n<li>Geli\u015ftirilen durumun ger\u00e7ek\u00e7i g\u00f6r\u00fcnt\u00fcs\u00fc.<\/li>\n<li>Yeni fikir ve varsay\u0131mlar\u0131n \u00fcretilmesi.<\/li>\n<li>Ge\u00e7ici kuramlar ve savlar\u0131n a\u00e7\u0131l\u0131m\u0131.<\/li>\n<li>\u00c7al\u0131\u015fman\u0131 gelecekte yap\u0131labilirili\u011fini belirleme.<\/li>\n<li>Daha s\u0131rad\u00fczenli ara\u015ft\u0131rma ya da yeni ara\u015ft\u0131rma sorular\u0131 ortaya koymak i\u00e7in konuyu ayr\u0131nt\u0131land\u0131rma.<\/li>\n<li>Gelecekteki ara\u015ft\u0131rmalar\u0131n ve tekniklerin geli\u015ftirilmesi i\u00e7in y\u00f6nlendirme.<\/li>\n<\/ul>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Belli bir konuda temel bilgi edinmede yararl\u0131 bir yakla\u015f\u0131md\u0131r.<\/li>\n<li>Esnektir ve ne, neden, nas\u0131l gibi her t\u00fcr soruya e\u011filebilir.<\/li>\n<li>Yeni terimler tan\u0131mlamaya ya da varolan kavramlar\u0131 a\u00e7\u0131kl\u0131\u011fa kavu\u015fturmaya f\u0131rsat verir.<\/li>\n<li>Ke\u015fifsel ara\u015ft\u0131rma genellikle d\u00fczg\u00fcn savlar \u00fcretmeye ve daha duyarl\u0131 ara\u015ft\u0131rma sorunlar\u0131 geli\u015ftirmede kullan\u0131l\u0131r.<\/li>\n<li>Ara\u015ft\u0131rma \u00f6ncelikleri ortaya koymada ve kaynaklar\u0131n nerelere da\u011f\u0131t\u0131laca\u011f\u0131 konular\u0131na yard\u0131m eder.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Ke\u015fifsel ara\u015ft\u0131rmalar genellikle k\u00fc\u00e7\u00fck \u00f6rnek \u00e7aplar\u0131 kullan\u0131r ve, dolay\u0131s\u0131 ile, bulgular tipik olarak y\u0131\u011f\u0131n\u0131n t\u00fcm\u00fcne genelle\u015ftirilemez.<\/li>\n<li>Ara\u015ft\u0131rman\u0131n ke\u015fifsel do\u011fas\u0131 bulgulara ili\u015fkin belirgin sonu\u00e7lara ula\u015fma g\u00fcc\u00fcn\u00fc engeller.<\/li>\n<li>Ke\u015fifsel \u00e7al\u0131\u015fmay\u0131 destekleyen ara\u015ft\u0131rma s\u00fcreci esnektir ancak genellikle karar vericiler i\u00e7in yaln\u0131zca s\u0131n\u0131rl\u0131 de\u011feri olan ge\u00e7ici sonu\u00e7lara g\u00f6t\u00fcren bir yap\u0131dan yoksundur.<\/li>\n<li>Ke\u015fif alanlar\u0131ndan biri ara\u015ft\u0131rma sorununa en iyi uyan y\u00f6ntem ya da y\u00f6ntembilimlerin ne oldu\u011funu belirleme olabilece\u011finden veri derleme ve \u00e7\u00f6z\u00fcmlerine ayr\u0131nt\u0131l\u0131 standartlar\u0131 uygulayamaz.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nCuthill, Michael. \u201cExploratory Research: Citizen Participation, Local Government, and Sustainable Development in Australia.\u201d Sustainable Development 10 (2002): 79-89.<br \/>\nStreb, Christoph K. &#8220;Exploratory Case Study.&#8221; In Encyclopedia of Case Study Research. Albert J. Mills, Gabrielle Durepos and Eiden Wiebe, editors. (Thousand Oaks, CA: Sage, 2010), pp. 372-374.<br \/>\nTaylor, P. J., G. Catalano, and D.R.F. Walker. \u201cExploratory Analysis of the World City Network.\u201d Urban Studies 39 (December 2002): 2377-2394.<br \/>\nExploratory Research. Wikipedia.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"L\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>L<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"cdsknlljstkbglnm\" style=\"color: #339966;\"><em>\u00e7ok s\u0131n\u0131fl\u0131<strong> lojistik ba\u011flan\u0131m<\/strong><\/em><\/div>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\"> \u00c7ok-s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m ba\u011f\u0131ms\u0131z de\u011fi\u015fgenlere dayal\u0131 olarak bir ba\u011f\u0131ml\u0131 de\u011fi\u015fgene g\u00f6re bir \u00f6znenin hangi kategoriye yerle\u015ftirilece\u011fini \u00a0ya da kategori \u00fcyelik olas\u0131l\u0131\u011f\u0131n\u0131\u00a0<\/span><span style=\"color: #000000;\">\u00f6ng\u00f6rmede<\/span><span style=\"color: #000000;\">\u00a0 kullan\u0131l\u0131r.\u00a0<\/span><span style=\"color: #000000;\">\u00a0Ba\u011f\u0131ms\u0131z de\u011fi\u015fgenler iki-de\u011ferli ya da s\u00fcrekli olabilir.\u00a0<\/span><span style=\"color: #000000;\">\u00a0\u00c7ok-s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m, ba\u011f\u0131ml\u0131 ya da \u00e7\u0131kt\u0131 konumundaki de\u011fi\u015fgenin ikiden fazla s\u0131n\u0131fl\u0131 olabildi\u011fi durumlara izin veren basit ikil lojistik ba\u011flan\u0131m\u0131n basit bir uzant\u0131s\u0131d\u0131r. \u00a0 \u0130kil lojistik ba\u011flan\u0131m gibi, \u00e7ok-s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m da grup \u00fcyeli\u011fi olas\u0131l\u0131\u011f\u0131n\u0131n hesaplanmas\u0131nda en \u00e7ok olabilirlik tahminini kullan\u0131r. <\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">\u00c7ok-s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m \u00f6rnek \u00e7ap\u0131n\u0131n ve ola\u011fan\u00fcst\u00fc durumlar\u0131n dikkatli ele al\u0131nmas\u0131n\u0131 gerektirmez. \u00a0Di\u011fer veri \u00e7\u00f6z\u00fcmleme y\u00f6ntemleri gibi, ilk veri \u00e7\u00f6z\u00fcmleme kapsaml\u0131 olmal\u0131 ve tek de\u011fi\u015fgenli, iki de\u011fi\u015fgenli, ve \u00e7ok de\u011fi\u015fgenli de\u011ferlendirmeyi i\u00e7ermelidir.\u00a0<\/span><span style=\"color: #000000;\">\u00a0\u00d6zellikle, ba\u011f\u0131ms\u0131z de\u011fi\u015fgenler aras\u0131nda basit ile\u015fkeler de\u011ferlendirilmelidir. \u00a0\u00c7ok de\u011fi\u015fgenli u\u00e7 de\u011ferleri belirlemek i\u00e7in ve u\u00e7 de\u011ferleri ya da etkili durumlar\u0131 d\u0131\u015farda b\u0131rakmaya karar verirken standart \u00e7oklu ba\u011flan\u0131m gibi \u00e7ok de\u011fi\u015fgenli tan\u0131lamalar kullan\u0131labilir. \u00a0\u00c7ok s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131mda \u00f6rnek \u00e7ap\u0131n\u0131n her ba\u011f\u0131ms\u0131z de\u011fi\u015fgen i\u00e7in en az 10 olmas\u0131 \u00f6nerilir. \u00a0<\/span><span style=\"color: #000000;\">(Schwab, 2002). <\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">\u00c7ok s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m, normallik, do\u011frusall\u0131k, ve e\u015fde\u011fi\u015fkelilik varsay\u0131mlar\u0131n\u0131 gerektirmedi\u011fi i\u00e7in \u00e7ekicidir. \u00c7ok s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m i\u00e7in daha g\u00fc\u00e7l\u00fc bir se\u00e7enek bu varsay\u0131mlarda bulunmay\u0131 gerektiren ay\u0131r\u0131c\u0131 i\u015flev \u00e7\u00f6z\u00fcmlemesidir. \u00a0 \u00c7ok s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m \u00a0da ba\u011f\u0131ml\u0131 de\u011fi\u015fgen se\u00e7imleri aras\u0131nda <em>ba\u011f\u0131ms\u0131zl\u0131k<\/em> gibi varsay\u0131mlarda bulunur. \u00a0Bu varsay\u0131m bir s\u0131n\u0131fa \u00fcyelik ya da ba\u011f\u0131ml\u0131 de\u011fi\u015fgen se\u00e7iminin bir ba\u015fka s\u0131n\u0131f \u00fcyeli\u011fiyle ya da ba\u011f\u0131ml\u0131 de\u011fi\u015fgen se\u00e7meyle ili\u015fkisi olmad\u0131\u011f\u0131n\u0131 ifade eder. \u00a0Ba\u011f\u0131ms\u0131zl\u0131k varsay\u0131m\u0131\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">Hausman-McFadden y\u00f6ntemiyle s\u0131nanabilir. \u00c7ok s\u0131n\u0131fl\u0131 lojistik ba\u011flan\u0131m tam bir ay\u0131r\u0131m olmad\u0131\u011f\u0131n\u0131 da var sayar.<\/span><span style=\"color: #000000;\">\u00a0 \u00a0\u00d6ng\u00f6r\u00fcc\u00fclerle \u00e7\u0131kt\u0131 de\u011fi\u015fgeni tam ayr\u0131l\u0131rsa, ger\u00e7ek\u00e7i olmayan katsay\u0131lar tahmin edilebilir ve etki b\u00fcy\u00fckl\u00fckleri \u00e7ok abart\u0131l\u0131 olabilir.\u00a0<\/span><\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/p>\n<p><span style=\"color: #0000ff;\"><em><a href=\"https:\/\/it.unt.edu\/sites\/default\/files\/mlr_jds_aug2011.pdf\">Multinomial Logistic Regression<\/a><\/em><\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"M\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>M<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"mt\u00e7zmlmtsrm\" style=\"color: #339966;\"><strong><em>meta-\u00e7\u00f6z\u00fcmleme tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p>Meta-\u00e7\u00f6z\u00fcmleme bir dizi ayr\u0131 \u00e7al\u0131\u015fma sonu\u00e7lar\u0131n\u0131 \u00f6zetlemek ve dizgeli bi\u00e7imde de\u011ferlendirme amac\u0131yla tasarlanm\u0131\u015f, t\u00fcm toplam \u00f6rnek \u00e7ap\u0131n\u0131 artt\u0131ran ve ara\u015ft\u0131rmac\u0131ya ilginelilen etkileri inceleme olana\u011f\u0131 sunan bir \u00e7\u00f6z\u00fcmleyici y\u00f6ntemdir. Ama\u00e7 yaln\u0131zca varolan bilgiyi \u00f6ylece \u00f6zetlemek de\u011fil, bir ara\u015ft\u0131rma sorununa genel bir bak\u0131\u015f mant\u0131\u011f\u0131 kullanarak yeni bir anlay\u0131\u015f getirmektir. Meta-\u00e7\u00f6z\u00fcmlemenin ana hedefleri \u00e7al\u0131\u015fmalar aras\u0131ndaki farkl\u0131l\u0131klar\u0131 \u00e7\u00f6z\u00fcmlemek ve tahmin edilen etkilerle duyarl\u0131l\u0131\u011f\u0131 artt\u0131rmakt\u0131r. \u0130yi tasarlanm\u0131\u015f bir meta-\u00e7\u00f6z\u00fcmleme, \u00e7al\u0131\u015fmalar\u0131n se\u00e7iminde kullan\u0131lan k\u0131staslara s\u0131k\u0131 s\u0131k\u0131ya ba\u011fl\u0131l\u0131\u011fa ve her \u00e7al\u0131\u015fmadaki bulgular\u0131n uygun \u00e7\u00f6z\u00fcmlemesi i\u00e7in bilginin bulunmas\u0131na dayan\u0131r. Bilgi eksikli\u011fi \u00e7\u00f6z\u00fcmleme t\u00fcrleri ve var\u0131lacak sonu\u00e7lar\u0131 ciddi \u00f6l\u00e7\u00fcde k\u0131s\u0131tlar. Bireysel \u00e7al\u0131\u015fmalar\u0131n sonu\u00e7lar\u0131ndaki daha fazla benzemezlik, sonu\u00e7lar\u0131n ge\u00e7erli genel bir bi\u00e7imini kullanan yorumlar\u0131n savunulmas\u0131nda daha fazla zorluktur.<\/p>\n<p>Meta-\u00e7\u00f6z\u00fcmleme bulgular\u0131n\u0131n ge\u00e7erli\u011fi i\u00e7in:<\/p>\n<ul>\n<li>De\u011ferlendirilecek de\u011fi\u015fgenlerin ve \u00e7\u0131kt\u0131lar\u0131n duyarl\u0131 tan\u0131mlar\u0131 da dahil ama\u00e7lar\u0131n a\u00e7\u0131k bi\u00e7imde betimlenmi\u015f;<\/li>\n<li>\u00c7al\u0131\u015fmalar\u0131n tan\u0131mlanmas\u0131 ve se\u00e7ilmesinde iyi-belgelenmi\u015f ve iyi-savunulmu\u015f bir gerek\u00e7elendirilmi\u015f;<\/li>\n<li>\u00c7al\u0131\u015fmalar\u0131n se\u00e7iminde her hangi bir ara\u015ft\u0131rmac\u0131 sapt\u0131rmas\u0131n\u0131n belirlenmi\u015f ve a\u00e7\u0131k\u00e7a bildirilmi\u015f;<\/li>\n<li>\u0130ncelenen \u00e7al\u0131\u015fmalar\u0131n \u00f6rnek \u00e7aplar\u0131 aras\u0131ndaki \u00f6b\u00fcrt\u00fcrl\u00fck derecesinin betimlenmi\u015f ve de\u011ferlendirilmi\u015f; ve,<\/li>\n<li>\u00c7al\u0131\u015fmalar\u0131 de\u011ferlendirmek i\u00e7in kullan\u0131lan tekniklerin gerek\u00e7elendirilmi\u015f<\/li>\n<\/ul>\n<p>olmas\u0131 gerekir.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Yaz\u0131ndaki bo\u015fluklar\u0131 belirlemede etkin bir yol olabilir.<\/li>\n<li>\u00c7e\u015fitli kaynaklardan ve uzunca bir zaman aral\u0131\u011f\u0131nda belli bir konuda yay\u0131nlanm\u0131\u015f ara\u015ft\u0131rmalar\u0131 inceleme arac\u0131 sa\u011flar.<\/li>\n<li>Bir \u00e7ok \u00e7al\u0131\u015fmadaki ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131n \u00e7\u00f6z\u00fcmlenmesi temeline dayand\u0131r\u0131labilen hareket tarz\u0131 ve programl\u0131 eylemlerine a\u00e7\u0131kl\u0131k kazand\u0131rmada yararl\u0131d\u0131r.<\/li>\n<li>\u0130li\u015fkinin \u00f6nceden\u00a0az olabildi\u011fi bireysel \u00e7al\u0131\u015fmalardaki k\u00fc\u00e7\u00fck \u00f6rnek \u00e7ap\u0131 sorununu a\u015fmak i\u00e7in bir yol g\u00f6sterir.<\/li>\n<li>Yeni savlar \u00f6ne s\u00fcrmek ya da gelecekteki \u00e7al\u0131\u015fmalar i\u00e7in ara\u015ft\u0131rma sorunlar\u0131n\u0131 vurgulamada kullan\u0131labilir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>\u0130\u00e7erik \u00e7\u00f6z\u00fcmlemesi i\u00e7in kullan\u0131lan k\u0131staslar\u0131n tan\u0131m\u0131ndaki k\u00fc\u00e7\u00fck bozunumlar anlams\u0131z bulgulara ve yorumlama g\u00fc\u00e7l\u00fc\u011f\u00fcne yol a\u00e7ar.<\/li>\n<li>B\u00fcy\u00fck \u00f6rnek \u00e7ap\u0131 g\u00fcvenilir, ama ge\u00e7ersiz sonu\u00e7lar verebilir.<\/li>\n<li>\u0130ncelenen yaz\u0131n t\u00fcr\u00fc, y\u00f6ntemlerin nas\u0131l uyguland\u0131\u011f\u0131, ve \u00e7\u00f6z\u00fcmlenen \u00e7al\u0131\u015fmalarda bulgular\u0131n nas\u0131l \u00f6l\u00e7\u00fcld\u00fc\u011f\u00fcne ili\u015fkin tekd\u00fczeli\u011fin eksikli\u011fi y\u00fcr\u00fct\u00fclecek bire\u015fim s\u00fcrecini zorla\u015ft\u0131rabilir.<\/li>\n<li>\u00d6rnek \u00e7ap\u0131na ba\u011fl\u0131 olarak, bir \u00e7ok \u00e7al\u0131\u015fmay\u0131 inceleme ve bire\u015fimleme s\u00fcreci \u00e7ok zaman al\u0131c\u0131 olabilir.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nBeck, Lewis W. &#8220;The Synoptic Method.&#8221; The Journal of Philosophy 36 (1939): 337-345.<br \/>\nCooper, Harris, Larry V. Hedges, and Jeffrey C. Valentine, eds. The Handbook of Research Synthesis and Meta-Analysis. 2nd edition. New York: Russell Sage Foundation, 2009.<br \/>\nGuzzo, Richard A., Susan E. Jackson and Raymond A. Katzell. \u201cMeta-Analysis Analysis.\u201d In Research in Organizational Behavior, Volume 9. (Greenwich, CT: JAI Press, 1987), pp 407-442.<br \/>\nLipsey, Mark W. and David B. Wilson. Practical Meta-Analysis. Thousand Oaks, CA: Sage Publications, 2001.<br \/>\nStudy Design 101. Meta-Analysis. The Himmelfarb Health Sciences Library, George Washington University; Timulak, Ladislav. \u201cQualitative Meta-Analysis.\u201d In The SAGE Handbook of Qualitative Data Analysis. Uwe Flick, editor. (Los Angeles, CA: Sage, 2013), pp. 481-495.<br \/>\nWalker, Esteban, Adrian V. Hernandez, and Micheal W. Kattan. &#8220;Meta-Analysis: It&#8217;s Strengths and Limitations.&#8221; Cleveland Clinic Journal of Medicine 75 (June 2008): 431-439.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"N\" style=\"color: #339966;\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>N<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"ndnsl_tsrm\" style=\"color: #339966;\"><strong><em>nedensel tasar\u0131m<\/em><\/strong><\/div>\n<p>Nednesel tasar\u0131m, bir olgunun neden-sonu\u00e7 ili\u015fkileri bi\u00e7iminde kavranmas\u0131na y\u00f6neliktir. Bu ara\u015ft\u0131rma t\u00fcr\u00fc varolan varsay\u0131mlar ve kuralarda belli bir de\u011fi\u015fmenin etkisini \u00f6l\u00e7mek i\u00e7in kullan\u0131l\u0131r. \u00a0 Toplumbilimcilerin \u00e7o\u011fu varsay\u0131m s\u0131namalar\u0131n\u0131 yans\u0131tan nedensel a\u00e7\u0131klama arar. \u00a0Nedensel etki bir olguda, bir ba\u011f\u0131ms\u0131z de\u011fi\u015fgende de\u011fi\u015fim olu\u015ftu\u011funda, bir ba\u015fka olguda, ba\u011f\u0131ml\u0131 de\u011fi\u015fgende, ortalama olarak, de\u011fi\u015fime ol a\u00e7ar.<\/p>\n<p><span style=\"color: #000000;\">Nedenselli\u011fi belirlemek i\u00e7in ko\u015fullar:\u00a0<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Deneysel birliktelik &#8212; ba\u011f\u0131ml\u0131 ve ba\u011f\u0131ms\u0131z de\u011fi\u015fgen aras\u0131nda bir birliktelik oldu\u011funa dayal\u0131 ge\u00e7erli bir sonu\u00e7.<\/span><\/li>\n<li><span style=\"color: #000000;\">Uygun zaman s\u0131ras\u0131 &#8212; nedensel oldu\u011fu sonucuna varmak i\u00e7in, ba\u011f\u0131ms\u0131z de\u011fi\u015fgenin de\u011fi\u015fime u\u011frad\u0131\u011f\u0131 durumlar ba\u011f\u0131ms\u0131z de\u011fi\u015fgendeki de\u011fi\u015fimden \u00f6nce g\u00f6r\u00fclmelidir. \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Sahte olmama &#8212; Bir \u00fc\u00e7\u00fcnc\u00fc de\u011fi\u015fgenden dolay\u0131 olmayan iki de\u011fi\u015fgen aras\u0131ndaki ili\u015fki.<\/span><\/li>\n<\/ul>\n<p><em><span style=\"color: #000000;\">ne sa\u011flar?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Nedensel ara\u015ft\u0131rma tasar\u0131m\u0131 neden de\u011fi\u015fgenler aras\u0131nda nedensel bir ba\u011flant\u0131 s\u00fcrecinde ve di\u011fer olabilirlikleri d\u0131\u015flayan bir s\u00fcre\u00e7le d\u00fcnyan\u0131n d\u00f6nd\u00fc\u011f\u00fcn\u00fc anlamaya yard\u0131m eder. \u00a0\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Yineleme olanakl\u0131d\u0131r.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Dizgeli \u00f6zne se\u00e7imi \u00a0ve kar\u015f\u0131la\u015ft\u0131r\u0131lan gruplar aras\u0131ndaki denklikten dolay\u0131 \u00e7al\u0131\u015fman\u0131n \u00a0i\u00e7sel ge\u00e7erli\u011fi oldu\u011funa daha fazla g\u00fcven vard\u0131r.\u00a0<\/span><\/li>\n<\/ul>\n<p><em><span style=\"color: #000000;\">ne sa\u011flamaz?<\/span><\/em><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Her ili\u015fki nedensel de\u011fildir! \u0130ki ili\u015fkisiz olay\u0131n, tam bir raslant\u0131 sonucu, ili\u015fkili olarak g\u00f6r\u00fclme olas\u0131l\u0131\u011f\u0131 vard\u0131r. \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Toplumsal \u00e7evredeki bir dizi d\u0131\u015fsal etken ve kar\u0131\u015ft\u0131r\u0131c\u0131 de\u011fi\u015fgenden \u00f6t\u00fcr\u00fc nedensel ili\u015fkilere ili\u015fkin sonu\u00e7lar\u0131 belirlemek zordur. Bu nedenle nedensellik \u00f6ng\u00f6r\u00fclebilir, ama kan\u0131tlanamaz.\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">E\u011fer iki de\u011fi\u015fgen ile\u015fkeliyse, neden etkiden \u00f6nce gelmelidir. Ancak, iki de\u011fi\u015fgen nedensel ili\u015fki i\u00e7inde olsa da, hangi de\u011fi\u015fgenin daha \u00f6nce geldi\u011fi ve, dolay\u0131s\u0131 ile, hangi de\u011fi\u015fgenin ger\u00e7ek neden ve hangi de\u011fi\u015fgenin ger\u00e7ek etken oldu\u011funu belirlemek kimi zaman zor olabilir. \u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><\/span><br \/>\n<span style=\"color: #000000;\">Beach, Derek and Rasmus Brun Pedersen.\u00a0<em>Causal Case Study Methods: Foundations and Guidelines for Comparing, Matching, and Tracing<\/em>. Ann Arbor, MI: University of Michigan Press, 2016; <\/span><br \/>\n<span style=\"color: #000000;\">Bachman, Ronet.<em>The Practice of Research in Criminology and Criminal Justice<\/em>. Chapter 5, Causation and Research Designs. 3rd ed. Thousand Oaks, CA: Pine Forge Press, 2007. <\/span><br \/>\n<span style=\"color: #000000;\">Brewer, Ernest W. and Jennifer Kubn. \u201cCausal-Comparative Design.\u201d In\u00a0<em>Encyclopedia of Research Design<\/em>. Neil J. Salkind, editor. (Thousand Oaks, CA: Sage, 2010), pp. 125-132. <\/span><br \/>\n<span style=\"color: #000000;\">Causal Research Design: Experimentation.\u00a0<a href=\"http:\/\/www.slideshare.net\/shwetasharma\/causal-research-presentation\">Anonymous SlideShare Presentation<\/a>; Gall, Meredith.\u00a0<em>Educational Research: An Introduction<\/em>. Chapter 11, Nonexperimental Research: Correlational Designs. 8th ed. Boston, MA: Pearson\/Allyn and Bacon, 2007; <\/span><br \/>\n<span style=\"color: #000000;\">Trochim, William M.K.\u00a0<a href=\"http:\/\/www.socialresearchmethods.net\/kb\/design.php\">Research Methods Knowledge Base<\/a>. 2006.<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"O\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>O<\/b><\/span><\/h1>\n<hr \/>\n<div id=\"olginclmtsrm\" style=\"color: #339966;\"><strong><em>olgu inceleme tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p>Olgu incelemesi belli bir ara\u015ft\u0131rma sorununun istatistiksel genel bir sorgulama ya da kapsaml\u0131 kar\u015f\u0131la\u015ft\u0131rmal\u0131 bir soru\u015fturmadan daha \u00e7ok derinlemesine bir \u00e7al\u0131\u015fmad\u0131r. Genellikle \u00e7ok geni\u015f bir ara\u015ft\u0131rma alan\u0131n\u0131n \u00a0bir veya bir ka\u00e7 kolay ara\u015ft\u0131r\u0131labilir \u00f6rne\u011fe indirgenmesinde kullan\u0131l\u0131r. \u00a0 Olgu inceleme tasar\u0131m\u0131 belli bir kuram ya da modelin ger\u00e7ek d\u00fcnyaya uygulanabilirli\u011fini s\u0131namada da yararl\u0131d\u0131r. \u00a0Bir konu ya da olgu hakk\u0131nda az bilgi oldu\u011funda yararl\u0131 bir tasar\u0131md\u0131r.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>S\u0131n\u0131rl\u0131 say\u0131da olay\u0131n ya da ko\u015fullar\u0131n ve ili\u015fkilerinin\u00a0ayr\u0131nt\u0131l\u0131 i\u00e7erik \u00e7\u00f6z\u00fcmlemesi yoluyla karma\u015f\u0131k bir konunun anla\u015f\u0131lmas\u0131nda ba\u015far\u0131l\u0131d\u0131r.<\/li>\n<li>Bir ara\u015ft\u0131rma sorununu incelemede \u00e7e\u015fitli kaynaklara dayanma ve \u00e7e\u015fitli y\u00f6ntemleri uygulamaya olanak verir.<\/li>\n<li>\u00d6ncel ara\u015ft\u0131rmalardan bilineni g\u00fc\u00e7lendirebilir ve deneyimi geni\u015fletebilir.<\/li>\n<li>\u00a0Toplum bilimciler, \u00f6zellikle, bu tasar\u0131m\u0131 \u00e7a\u011fda\u015f ger\u00e7ek-ya\u015fam durumlar\u0131n\u0131 incelemek ve kavram, kuram ve y\u00f6ntemlerin uzan\u0131m\u0131n\u0131 temellendirmek i\u00e7in kullan\u0131rlar.<\/li>\n<li>Tasar\u0131m \u00f6zel ve seyrek durumlar\u0131n ayr\u0131nt\u0131l\u0131 betimini sa\u011flayabilir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Bir tek ya da az say\u0131da olgu g\u00fcvenirli\u011fin sa\u011flanmas\u0131 ve bulgular\u0131n daha geni\u015f bir y\u0131\u011f\u0131na genelle\u015ftirilmesi i\u00e7in zay\u0131f bir temele yol a\u00e7ar.<\/li>\n<li>Bir olgunun incelenmesine yo\u011fun \u0131\u015f\u0131klama ara\u015ft\u0131rmac\u0131n\u0131n bulgular\u0131 yorumlamas\u0131nda sapmaya neden olabilir.<\/li>\n<li>Tasar\u0131m neden-sonu\u00e7 ili\u015fkilerinin belirlenmesini kolayla\u015ft\u0131rmaz.<\/li>\n<li>Ya\u015famsal bilgi kay\u0131p olabilir ve bu da olgunun yorumunu zorla\u015ft\u0131r\u0131r.<\/li>\n<li>Olgu incelenen daha b\u00fcy\u00fck sorunu temsil etmeyebilir.<\/li>\n<li>E\u011fer bir olgu \u00e7ok ola\u011fan d\u0131\u015f\u0131 ya da e\u015fsiz bir sorunu temsil ediyorsa, yap\u0131lacak yorum o zaman yaln\u0131zca incelenen olgu i\u00e7in ge\u00e7erlidir.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<a href=\"http:\/\/writing.colostate.edu\/guides\/guide.cfm?guideid=60\">Case Studies<\/a>. Writing@CSU. Colorado State University;\u00a0Anastas, Jeane W.\u00a0<em>Research Design for Social Work and the Human Services<\/em>. Chapter 4, Flexible Methods: Case Study Design. 2nd ed. New York: Columbia University Press, 1999.<br \/>\nGerring, John. \u201cWhat Is a Case Study and What Is It Good for?\u201d\u00a0<em>American Political Science Review<\/em>\u00a098 (May 2004): 341-354.<br \/>\nGreenhalgh, Trisha, editor.\u00a0<em>Case Study Evaluation: Past, Present and Future Challenges<\/em>. Bingley, UK: Emerald Group Publishing, 2015.<br \/>\nMills,\u00a0Albert J., Gabrielle Durepos, and Eiden Wiebe, editors.\u00a0<em>Encyclopedia of Case Study Research<\/em>. Thousand Oaks, CA: SAGE Publications, 2010.<br \/>\nStake, Robert E.\u00a0<em>The Art of Case Study Research<\/em>. Thousand Oaks, CA: SAGE, 1995.<br \/>\nYin, Robert K.\u00a0<em>Case Study Research: Design and Theory<\/em>. Applied Social Research Methods Series, no. 5. 3rd ed. Thousand Oaks, CA: SAGE, 2003.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"\u00d6\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>\u00d6<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"prmtr\" style=\"color: #339966;\"><strong><em>\u00f6l\u00e7\u00fcm\u00f6te<\/em><\/strong><em>(parameter){prmtr}\u00a0<\/em><\/div>\n<p><span style=\"color: #000000;\">Her hangi bir dizgeye ili\u015fkin g\u00f6zlem birimlerinin \u00f6l\u00e7\u00fclebilir bir \u00f6zelli\u011fine ili\u015fkin rassal de\u011fi\u015fgenin beklenen de\u011feri.\u00a0<\/span><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"ornktnornklm\" style=\"color: #339966;\"><strong><em>\u00f6rnekten \u00f6rnekleme<\/em><\/strong> <em>(Bootstrapping)<\/em><\/div>\n<p>&#8230;.<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\n<a href=\"http:\/\/www.wikizero.net\/index.php?q=aHR0cHM6Ly9lbi53aWtpcGVkaWEub3JnL3dpa2kvQm9vdHN0cmFwcGluZ18oc3RhdGlzdGljcyk\">Wikipedia<\/a><br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"ortk_dgsgn\" style=\"color: #339966;\"><strong><em>\u00f6rt\u00fck<\/em><\/strong><em>(latent)\u00a0<\/em><em><strong>de\u011fi\u015fgen<\/strong><\/em><\/div>\n<p><span style=\"color: #000000;\">Genellikle bir ara\u015ft\u0131rman\u0131n nesneleri olan yap\u0131lar\u0131n do\u011frudan kendileri de\u011fil, g\u00f6lgeleri g\u00f6zlenebilir ve \u00f6l\u00e7\u00fclebilir. Dolay\u0131s\u0131 ile, do\u011frudan g\u00f6zlenemeyen, gizli, ya da \u00f6rt\u00fck bu yap\u0131lar hakk\u0131nda g\u00f6zlenebilen ve do\u011frudan \u00f6l\u00e7\u00fclebilen ilintili de\u011fi\u015fgenlere ili\u015fkin derlenen verilerden \u00e7\u0131kar\u0131mda bulunulabilir.\u00a0<\/span><span style=\"color: #000000;\">Ara\u015ft\u0131rma tasar\u0131m\u0131nda do\u011frudan \u00f6l\u00e7\u00fclemeseler de bu \u00f6rt\u00fck de\u011fi\u015fgenler ara\u015ft\u0131rma projesinin ana amac\u0131d\u0131r.<\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">\u00d6rt\u00fck de\u011fi\u015fgenin do\u011fas\u0131, \u00f6z\u00fcnde onlar\u0131 tan\u0131mlamada kullan\u0131lan g\u00f6sterge de\u011fi\u015fgenlerinin do\u011fas\u0131na ba\u011fl\u0131d\u0131r. En bilindik durumda, g\u00f6stergeler, ortak fakt\u00f6r \u00e7\u00f6z\u00fcmlemesinde oldu\u011fu gibi, \u00f6rt\u00fck de\u011fi\u015fgenin &#8220;etkenleri&#8221; olacak bi\u00e7imde model yap\u0131land\u0131r\u0131l\u0131r.\u00a0<\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">Buradaki d\u00fc\u015f\u00fcnce, \u00f6rt\u00fck de\u011fi\u015fgen de\u011ferinin g\u00f6zlem biriminin g\u00f6zlenen g\u00f6stergelere verdi\u011fi yan\u0131t gibi yan\u0131t vermesine yol a\u00e7t\u0131\u011f\u0131d\u0131r. \u00a0\u00a0<\/span><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">\u00d6rt\u00fck bir de\u011fi\u015fgenin tahmini, g\u00f6stergelerin ile\u015fke ve e\u015f-ile\u015fkeleri \u00e7\u00f6z\u00fcmlenerek yap\u0131l\u0131r. Etki g\u00f6stergeleriyle \u00f6rt\u00fck bir de\u011fi\u015fgenin \u00f6l\u00e7\u00fcm modeli, \u00f6rt\u00fck de\u011fi\u015fgenin g\u00f6stergelerin \u00f6ng\u00f6r\u00fcc\u00fcs\u00fc oldu\u011fu denklemlerle modellenen \u00f6rne\u011fin a\u015fa\u011f\u0131daki diyagramdaki gibi bir ili\u015fkiler k\u00fcmesidir. \u00a0<\/span><\/p>\n<p style=\"color: #339966;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-6979 size-full\" src=\"http:\/\/www.theanalysisfactor.com\/wp-content\/uploads\/2016\/02\/cfa-e1456520215124.png\" sizes=\"auto, (max-width: 495px) 100vw, 495px\" srcset=\"http:\/\/www.theanalysisfactor.com\/wp-content\/uploads\/2016\/02\/cfa-e1456520215124.png 495w, http:\/\/www.theanalysisfactor.com\/wp-content\/uploads\/2016\/02\/cfa-e1456520215124-300x121.png 300w\" alt=\"cfa\" width=\"495\" height=\"200\" \/><\/p>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">Bu diyagramdaki ili\u015fkiler, <em>z<\/em> \u00f6rt\u00fck de\u011fi\u015fgen olmak \u00fczere, 5 ba\u011flan\u0131m modelinin bir k\u00fcmesi olarak da ifade edilebilir.\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Bu ili\u015fkiler, kurama ve \u00f6nceleyen ara\u015ft\u0131rmaya dayal\u0131 olarak, ara\u015ft\u0131rmac\u0131\/\u00e7\u00f6z\u00fcmleyici taraf\u0131ndan modellenir.<\/span><\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nBollen, K. and Lennox, R. (1991). Conventional Wisdom on Measurement: A Structural Equation Perspective. Psychological Bulletin, 110(2):305-314. doi:10.1037\/0033-2909.110.2.305.<br \/>\n<a href=\"http:\/\/www.stat.cmu.edu\/~brian\/905-2009\/all-papers\/Bollen-annurev.psych.53.100901.pdf\">Bollen, Kenneth A. (2002<\/a>) Latent Variables in Psychology and Social Sciences, Annu. Rev. Psychol. \u00a053:605\u201334.<br \/>\n<a href=\"http:\/\/www.gllamm.org\/Skrondal07SJS.pdf\">Skrondal, Anders &#8211; Rabe-Hesketh, Sophia (2007) <\/a>Latent Variable Modelling: A Survey,the Scandinavian Journal of Statistics ,\u00a0Vol 34: 712\u2013745.<br \/>\nSpearman, C. (1904). \u201cGeneral Intelligence\u201d, objectively determined and measured. The American Journal of Psychology, 15(2), 201-292. doi:10.2307\/1412107.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"O\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>O<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"P\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>P<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"parametre\" style=\"color: #339966;\"><strong><em>parametre <\/em><\/strong> Bknz.<strong> <a href=\"#olcmote\">\u00f6l\u00e7\u00fcm\u00f6te <\/a><\/strong><\/div>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"prtsyn\" style=\"color: #339966;\"><strong><em>partisyon <\/em><\/strong> Bknz.<strong> <a href=\"#ulsm\">\u00fcle\u015fim <\/a><\/strong><\/div>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"R\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>R<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"S\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>S<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"sav\" style=\"color: #339966;\"><strong><em>sav<\/em><\/strong><em>(hypothesis)\u00a0<\/em><\/div>\n<p><span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"\u015e\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>\u015e<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"T\">\n<h1 style=\"text-align: center;\"><span style=\"color: #339966;\"><b>T<\/b><\/span><\/h1>\n<\/div>\n<hr \/>\n<div id=\"trhsltsrm\" style=\"color: #339966;\"><strong><em>tarihsel tasar\u0131m<\/em><\/strong><\/div>\n<p>Tarihsel ara\u015ft\u0131rma tar\u0131m\u0131n\u0131n amac\u0131 bir sav\u0131 destekleyen ya da red eden kan\u0131tlar\u0131 ge\u00e7mi\u015fteki ger\u00e7eklerden toplamak, do\u011frulamak, ve bire\u015fimlemektir. \u00a0\u0130kincil kaynaklar\u0131 ve g\u00fcnl\u00fckler, resmi kay\u0131tlar, raporlar, ar\u015fivler, ve metinsel olmayan harita, resim, g\u00f6rsel ve ses kay\u0131tlar\u0131 gibi birincil belgesel kan\u0131tlar\u0131 kullan\u0131r. Kaynaklar \u00f6zg\u00fcn ve sa\u011flam olmal\u0131d\u0131r.<\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Ara\u015ft\u0131rma eylemi \u00e7al\u0131\u015fma sonu\u00e7lar\u0131n\u0131 ekilemez.<\/li>\n<li>E\u011filim \u00e7\u00f6z\u00fcmlemesi i\u00e7in \u00e7ok uygundur.<\/li>\n<li>Tarihsel kay\u0131tlar bir ara\u015ft\u0131rma sorununun tam anla\u015f\u0131lmas\u0131 ve yorumlanmas\u0131 i\u00e7in gerekli \u00f6nemli ba\u011flamsal zemin sa\u011flayabilir.<\/li>\n<li>Genellikle bulgular\u0131 etkileyecek ara\u015ft\u0131rmac\u0131-denek etkile\u015fim olas\u0131l\u0131\u011f\u0131 yoktur.<\/li>\n<li>Tarihsel kaynaklar farkl\u0131 ara\u015ft\u0131rma sorunlar\u0131n\u0131 incelemek ya da \u00f6nceki bir \u00e7al\u0131\u015fmay\u0131 yinelemek \u00fczer i\u00e7in defalarca kullan\u0131labilir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>Ara\u015ft\u0131rman\u0131n ama\u00e7lar\u0131na ula\u015fabilmesi do\u011frudan ara\u015ft\u0131rma sorununu kavramak i\u00e7in eldeki belgelerin niteli\u011fine ve miktar\u0131na ba\u011fl\u0131d\u0131r.<\/li>\n<li>Tarihsel ara\u015ft\u0131rma ge\u00e7mi\u015ften gelen verilere dayand\u0131\u011f\u0131ndan, g\u00fcncel ba\u011flamda denetleme i\u00e7in ayarlamak i\u00e7in bir yol yoktur.<\/li>\n<li>Tarihsel kaynaklar\u0131n yorumu \u00e7ok zaman al\u0131c\u0131 olabilir.<\/li>\n<li>Tarihsel malzeme kaynaklar\u0131 eri\u015fimin sa\u011fland\u0131\u011f\u0131 tutarl\u0131 bir bi\u00e7imde ar\u015fivlenmelidir. Bu \u00f6zellikle yaln\u0131zca \u00e7evrimi\u00e7i ya da say\u0131sal kaynaklar i\u00e7in zor olabilir.<\/li>\n<li>Ge\u00e7mi\u015fteki olaylar\u0131n yorumunda birincil yazarlar kendi g\u00f6r\u00fc\u015flerini ve \u00f6nyarg\u0131lar\u0131n\u0131 katarlar ve bu \u00f6nyarg\u0131lar\u0131n tarihsel kaynaklarda belirlenmesi daha zordur.<\/li>\n<li>D\u0131\u015fsal de\u011fi\u015fgenler \u00fczerinde denetimsizlikten dolay\u0131, i\u00e7sel ge\u00e7erlik istemleri bak\u0131m\u0131ndan tarihsel ara\u015ft\u0131rma \u00e7ok zay\u0131ft\u0131r.<\/li>\n<li>Bir ara\u015ft\u0131rma sorununa t\u00fcm\u00fcyle y\u00f6nelik tarihsel belgelerin tamam\u0131n\u0131n yorumlama i\u00e7in elde edilmesi \u00e7ok nadirdir, ve \u00a0dolay\u0131s\u0131 ile bo\u015fluklar\u0131n belirtilmesi gerekir.<\/li>\n<\/ul>\n<p><span style=\"color: #993300;\"><strong>Kaynaklar<\/strong><\/span><br \/>\nHowell, Martha C. and Walter Prevenier. From Reliable Sources: An Introduction to Historical Methods. Ithaca, NY: Cornell University Press, 2001.<br \/>\nLundy, Karen Saucier. &#8220;Historical Research.&#8221; In The Sage Encyclopedia of Qualitative Research Methods. Lisa M. Given, editor. (Thousand Oaks, CA: Sage, 2008), pp. 396-400.<br \/>\nMarius, Richard. and Melvin E. Page. A Short Guide to Writing about History. 9th edition. Boston, MA: Pearson, 2015.<br \/>\nSavitt, Ronald. \u201cHistorical Research in Marketing.\u201d Journal of Marketing 44 (Autumn, 1980): 52-58.<br \/>\nGall, Meredith. Educational Research: An Introduction. Chapter 16, Historical Research. 8th ed. Boston, MA: Pearson\/Allyn and Bacon, 2007.<br \/>\n<span style=\"font-size: 27pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"tsrm_onrs\" style=\"color: #339966;\"><strong><em>tasar\u0131m \u00f6nerisi<\/em><\/strong><\/div>\n<p style=\"color: #339966;\"><span style=\"color: #000000;\">Bir ara\u015ft\u0131rma kapsam\u0131ndaki ba\u011f\u0131ml\u0131 ve ba\u011f\u0131ms\u0131z de\u011fi\u015fgen say\u0131s\u0131, de\u011fi\u015fgenlerin s\u00fcrekli ya da kategorik olmalar\u0131, kategorik de\u011fi\u015fgenlerdeki kategori say\u0131s\u0131, ayn\u0131 g\u00f6zlem birimlerinde \u00f6l\u00e7\u00fcmlerin tekrarlan\u0131p tekrarlanmamas\u0131, ve \u00f6l\u00e7\u00fcm\u00f6teli s\u0131namalar\u0131n varsay\u0131mlar\u0131n\u0131n sa\u011flan\u0131p sa\u011flanmad\u0131\u011f\u0131 gibi\u00a0<\/span><span style=\"color: #000000;\">ara\u015ft\u0131rmac\u0131dan ald\u0131\u011f\u0131 bilgilere g\u00f6re belirlenen<\/span><span style=\"color: #000000;\">\u00a0en uygun s\u0131nama<\/span><span style=\"color: #000000;\"> y\u00f6ntemine ve bu y\u00f6ntemin varsay\u0131mlar\u0131n\u0131 sa\u011flayan verileri \u00fcretecek \u00f6rnekleme ya da deney tasar\u0131m\u0131na ili\u015fkin istatistik dan\u0131\u015fman\u0131n\u0131n \u00f6nerisi.<\/span><\/p>\n<p><span style=\"font-size: 18pt;\"><a href=\"#A\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"trtptsrm\" style=\"color: #339966;\"><strong><em>tertip<\/em><\/strong><em>(cohort)<\/em><strong><em> tasar\u0131m\u0131<\/em><\/strong><\/div>\n<p>Tertip tasar\u0131m\u0131, bir zaman diliminde bir y\u0131\u011f\u0131n\u0131n ortak y\u00f6nleri ve benzerlikleri olan bireylerine ili\u015fkin y\u00fcr\u00fct\u00fclen ara\u015ft\u0131rma bi\u00e7imidir. \u00a0 Nicel bir \u00e7er\u00e7eve kullanarak, genel y\u0131\u011f\u0131n i\u00e7inde istatistiksel olu\u015fmalar\u0131 incelemekten \u00e7ok, ara\u015ft\u0131rma sorunuyla ba\u011flant\u0131l\u0131 ayn\u0131 ya da benzer \u00f6zelliklerle birle\u015fmi\u015f \u00f6zel bir alt grup i\u00e7indeki istatistiksel olu\u015fmay\u0131 \u00f6nemser. \u00a0Nitel bir \u00e7er\u00e7eve kullanarak da, g\u00f6zlem y\u00f6ntemleri ile veri derler. \u00a0 Tertipler &#8220;a\u00e7\u0131k&#8221; ya da &#8220;kapal\u0131&#8221; olabilir.\u00a0<span style=\"color: black;\">\u00a0\u00a0<\/span><\/p>\n<p><span style=\"color: black;\">&#8211; \u00a0A\u00e7\u0131k tertip \u00e7al\u0131\u015fmalar\u0131. Yaln\u0131zca s\u00f6z konusu \u00e7al\u0131\u015fman\u0131n bir par\u00e7as\u0131 olma \u00a0ve \u00e7\u0131kt\u0131 i\u00e7in izlenen \u00a0<\/span><span style=\"color: #000000;\">durumuyla tan\u0131mlanan <em>devingen<\/em> y\u0131\u011f\u0131nlarda bireylerin giri\u015f ve \u00e7\u0131k\u0131\u015f tarihi bireysel olarak tan\u0131mlan\u0131r. Dolay\u0131s\u0131 ile \u00e7al\u0131\u015fman\u0131n y\u0131\u011f\u0131n\u0131 sabit de\u011fildir. \u00a0A\u00e7\u0131k tertip \u00e7al\u0131\u015fmalar\u0131nda <span style=\"color: #339966;\"><em>olu\u015f s\u0131kl\u0131\u011f\u0131<\/em><\/span> gibi oran temelli verileri hesaplanabilir. \u00a0<\/span><\/p>\n<p><span style=\"color: black;\">&#8211; \u00a0Kapal\u0131 tertip \u00e7al\u0131\u015fmalar\u0131. \u00c7al\u0131\u015fmaya yaln\u0131zca tan\u0131mlanm\u0131\u015f bir zaman noktas\u0131nda kat\u0131lm\u0131\u015f bireylerin al\u0131nd\u0131\u011f\u0131 ve tertipe bunlar\u0131n d\u0131\u015f\u0131nda yeni bir bireyin giremedi\u011fi duruk y\u0131\u011f\u0131nlar s\u00f6z konusudur. Kapal\u0131 tertip \u00e7al\u0131\u015fmalar\u0131 kapsam\u0131ndaki y\u0131\u011f\u0131n bireyi say\u0131s\u0131 sabit kal\u0131r ya da azabilir. \u00a0\u00a0<\/span><\/p>\n<p><em>ne sa\u011flar?<\/em><\/p>\n<ul>\n<li>Rassalla\u015ft\u0131r\u0131lm\u0131\u015f olgu-denetim \u00e7al\u0131\u015fmas\u0131n\u0131n ahlaki olmad\u0131\u011f\u0131 durumlarda tertip tasar\u0131m\u0131 kullan\u0131lmas\u0131 genellikle zorunlu olur. \u00a0 \u00d6rne\u011fin denekler bilerek kanserojenlere maruz b\u0131rak\u0131lamaz, yaln\u0131zca maruz kalm\u0131\u015flar \u00fczerinde etkileri ara\u015ft\u0131r\u0131labilir. \u00a0Risk etkenlerini \u00f6l\u00e7en ara\u015ft\u0131rmalar genellikle tertip tasar\u0131m\u0131na dayan\u0131r.<\/li>\n<li>\u00c7\u0131kt\u0131 olu\u015fmadan \u00f6nce olas\u0131 nedenler ara\u015ft\u0131r\u0131ld\u0131\u011f\u0131ndan, bu &#8220;nedenlerin&#8221; \u00e7\u0131kt\u0131dan \u00f6nce geldi\u011fi g\u00f6sterebilir.<\/li>\n<li>Tertip \u00e7\u00f6z\u00fcmlemesi olduk\u00e7a esnektir ve toplumsal, ekinsel, iktisadi, vb. \u00a0gibi bir dizi de\u011fi\u015fim t\u00fcrlerine ili\u015fkin zaman boyunca etkileri \u00fczerine i\u00e7g\u00f6r\u00fc sa\u011flayabilir.<\/li>\n<li>Bu tasar\u0131mda \u00f6zg\u00fcn ya da ikincil veriler kullan\u0131labilir.<\/li>\n<\/ul>\n<p><em>ne sa\u011flamaz?<\/em><\/p>\n<ul>\n<li>\u0130ki tertip kar\u015f\u0131la\u015ft\u0131rmas\u0131n yap\u0131ld\u0131\u011f\u0131 durumlarda, gruplar aras\u0131nda farkl\u0131la\u015fabilecek <span style=\"color: #339966;\"><em>kar\u0131\u015ft\u0131ran de\u011fi\u015fgen<\/em><\/span> olarak bilinen di\u011fer t\u00fcm etkenleri denetleyemez.<\/li>\n<li>\u0130lgilenilen ko\u015fullar\u0131n tertip i\u00e7inde olu\u015fmas\u0131n\u0131 beklemek zorunda kal\u0131rsa tertip \u00e7al\u0131\u015fmas\u0131 \u00e7ok uzun bir zamanda sonu\u00e7lanabilir. \u00a0Dolay\u0131s\u0131 ile \u00e7al\u0131\u015fma s\u0131ras\u0131nda ana de\u011fi\u015fgenlerde de\u011fi\u015fim olas\u0131l\u0131\u011f\u0131n\u0131 artabilir ve bulgular\u0131n ge\u00e7erli\u011fi etkilenebilir.<\/li>\n<li>Tertip tasar\u0131m\u0131nda rassalla\u015ft\u0131rma bulunmad\u0131\u011f\u0131ndan, deneklerin rasgele atand\u0131\u011f\u0131 \u00e7al\u0131\u015fma tasar\u0131mlar\u0131na g\u00f6re d\u0131\u015fsal ge\u00e7erli\u011fi daha d\u00fc\u015f\u00fckt\u00fcr.<\/li>\n<\/ul>\n<p><strong><span style=\"color: #993300;\">Kaynaklar<\/span><\/strong><br \/>\nHealy P, Devane D. \u201cMethodological Considerations in Cohort Study Designs.\u201d\u00a0<em><a href=\"http:\/\/nurseresearcher.rcnpublishing.co.uk\/archive\/article-methodological-considerations-in-cohort-study-designs\">Nurse Researcher<\/a><\/em>\u00a018 (2011): 32-36.<br \/>\nGlenn, Norval D, editor.\u00a0<em>Cohort Analysis<\/em>. 2nd edition. Thousand Oaks, CA: Sage, 2005; Levin, Kate Ann. Study Design IV: Cohort Studies.\u00a0<em><a href=\"http:\/\/www.nature.com\/ebd\/journal\/v7\/n2\/full\/6400407a.html\">Evidence-Based Dentistry<\/a><\/em>\u00a07 (2003): 51\u201352.<br \/>\nPayne, Geoff. \u201cCohort Study.\u201d In\u00a0<em>The SAGE Dictionary of Social Research Methods<\/em>. Victor Jupp, editor. (Thousand Oaks, CA: Sage, 2006), pp. 31-33.<br \/>\n<a href=\"http:\/\/www.gwumc.edu\/library\/tutorials\/studydesign101\/cohorts.html\">Study Design 101<\/a>. Himmelfarb Health Sciences Library. George Washington University, November 2011.<br \/>\n<a href=\"http:\/\/en.wikipedia.org\/wiki\/Cohort_study\">Cohort Study<\/a>. Wikipedia.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<div id=\"U\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>U<\/b><\/span><\/h1>\n<hr \/>\n<p>&#8230;.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<\/div>\n<div id=\"\u00dc\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>\u00dc<\/b><\/span><\/h1>\n<hr \/>\n<div id=\"ulsm\" style=\"color: #339966;\"><strong><em>\u00fcle\u015fim<\/em><\/strong><em>(partition)<\/em><\/div>\n<p>Say\u0131lar ve kombinatorikte, <em>n<\/em> gibi pozitif bir tam say\u0131y\u0131 toplamlar\u0131 <em>n<\/em> olan tam say\u0131lara \u00fcle\u015ftirme sonucu ortaya \u00e7\u0131kan farkl\u0131 bi\u00e7imlerin her biri. Toplam\u0131 olu\u015fturan tam say\u0131lar\u0131n yaln\u0131zca s\u0131ralanmas\u0131 farkl\u0131 olan iki toplam ayn\u0131 <em>\u00fcle\u015fim<\/em> olarak ele al\u0131n\u0131r. \u00d6rne\u011fin, 4 say\u0131s\u0131n\u0131n be\u015f \u00fcle\u015fimi,<br \/>\n4<br \/>\n3 + 1<br \/>\n2 + 2<br \/>\n2 + 1 + 1<br \/>\n1 + 1 + 1 + 1<br \/>\nbi\u00e7imindedir.<\/p>\n<p><strong><span style=\"color: #993300;\">Kaynaklar<\/span><\/strong><br \/>\n<a href=\"http:\/\/www.wikizero.info\/index.php?q=aHR0cHM6Ly9lbi53aWtpcGVkaWEub3JnL3dpa2kvUGFydGl0aW9uXyhudW1iZXJfdGhlb3J5KQ\">Partition (number theory)<\/a>, Wikipedia.<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<\/div>\n<div id=\"V\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>V<\/b><\/span><\/h1>\n<hr \/>\n<p>&#8230;<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<\/div>\n<div id=\"Y\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>Y<\/b><\/span><\/h1>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<\/div>\n<div id=\"Z\">\n<h1 style=\"text-align: center;\"><span style=\"color: #008000;\"><b>Z<\/b><\/span><\/h1>\n<hr \/>\n<p>&#8230;<br \/>\n<span style=\"font-size: 18pt;\"><a href=\"https:\/\/www.akademikidea.org\/a-kitap\/bilimce\/\"><span style=\"color: #339966;\"><strong>\u21d1<\/strong><\/span><\/a><\/span><\/p>\n<hr \/>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Bilimce, akademikidea\u00ae&#8216;n\u0131n a-ders, a-kitap, ve a-sohbet ortamlar\u0131nda yay\u0131nlanan yaz\u0131l\u0131 bilgilerde yer alan kimi kavramlara ili\u015fkin a\u00e7\u0131klamal\u0131 kavramsal bir s\u00f6zl\u00fckt\u00fcr. Bilimce i\u00e7inde dola\u015f\u0131rken a\u015fa\u011f\u0131daki dizini ve dizine geri d\u00f6nmek i\u00e7in her madde sonundaki\u00a0\u21d1\u00a0 i\u015faretini kullanabilir ya da Bilimce&#8217;ye ba\u011fland\u0131\u011f\u0131n\u0131z yere\u00a0\u00a0taray\u0131c\u0131n\u0131zdaki\u00a0\u00a0\u2190\u00a0\u00a0i\u015faretine t\u0131klayarak d\u00f6nebilirsiniz. A B C D E F G H I \u0130 J K L M&#8230;<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-592","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/pages\/592","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/comments?post=592"}],"version-history":[{"count":195,"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/pages\/592\/revisions"}],"predecessor-version":[{"id":2411,"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/pages\/592\/revisions\/2411"}],"wp:attachment":[{"href":"https:\/\/www.akademikidea.org\/a-kitap\/wp-json\/wp\/v2\/media?parent=592"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}