واکاوی عناصر برنامه درسی روش تحقیق در دانشگاه‌های برتر جهان: مطالعه موردی رشته روان‌شناسی

هدف پژوهش حاضر مطالعه عناصر برنامه درسی روش تحقیق در دوره تحصیلات تکمیلی رشته روان شناسی در دانشگاه های برتر جهان است. در این پژوهش بر اساس نمونه گیری هدفمند 13 طرح درس روش تحقیق از 13 دانشگاه برتر جهان در رشته روان شناسی انتخاب و بر اساس هدف، محتوا، روش تدریس، فعالیت های یادگیری و ارزشیابی مورد تحلیل و بررسی قرار گرفت. روش پژوهش حاضر کیفی و مبتنی بر تحلیل محتوا است. نتایج پژوهش نشان می‌دهد دانشگاه های مورد مطالعه در آموزش درس روش تحقیق اهدافی از قبیل آشنایی با روش های مختلف تحقیق برای درک پدیده های روان شناسی، یادگیری نحوه طراحی و انجام تحقیق در پژوهش های روان شناسی، ارتقای مهارت های تفکر انتقادی و یافتن و خواندن تحقیقات علمی روان شناسی را دنبال می کنند. در مباحث مربوط به روش تحقیق کمّی، انواع روش های تحقیق کمّی، ابزار و اندازه گیری و تفسیر و نوشتن گزارش پژوهش و در مباحث پیرامون روش تحقیق کیفی، انواع روش های تحقیق کیفی و ابزار جمع آوری داده های کیفی (مصاحبه و مشاهده) از اهمیت بیشتری برخوردار بودند. در مباحث مشترک بین هر دو رویکرد، ماهیت علم و مبانی فلسفی تحقیق و اخلاق در پژوهش، از اهمیت ویژه ای برخوردار بودند. رایج ترین روش برای تدریس درس روش تحقیق ترکیب روش سخنرانی با روش مسئله‌محور و پروژه‌محور است و مهم‌ترین فعالیت یادگیری انجام پروژه های تحقیقی فردی و گروهی در طول ترم است. دانشگاه های مورد مطالعه از شیوه های مختلفی به‌منظور ارزشیابی درس استفاده می کنند که رایج ترین شیوه، ارزشیابی بر اساس تکالیف انجام‌شده در طول ترم و آزمون کتبی است.

an investigation of the curriculum elements of the research methods courses in psychology at the world’s top universiti

undoubtedly, research can play an important role in the development and growth ofsocieties. today, such criteria as the number of research workers, the number of publicationsin scholarly journals, and research budget are applied for assessing the development of anysociety. thus producing well educated and skilled researchers is an important characteristic ofany successful higher education system. consequently, research methods are taught at all levelsof higher education and across a wide range of disciplinary fields. despite the importance ofteaching research methods, however, the literature on education and curriculum elements ofresearch methods courses is not extensive and there is a need for more scientific works on thepedagogy of research methods. this study, therefore, was an attempt to evaluate curriculumelements of research methods graduate courses in the field of psychology at the top universitiesof the world. in line with this, the goals, contents, teaching methods, learning activities andassessment methods of the research methods syllabuses in psychology at top universities of theworld were examined. a qualitative approach and a content analysis method was used in orderto conduct this study. data was collected from several syllabuses of research methods graduatecourses at the world's top universities. accordingly, purposive sampling was used to select 13universities from among 200 top universities of the world. the syllabuses of the most recentcourses of research methods in the field of psychology were then obtained from the universities'websites. then, five main curriculum elements of the syllabuses were evaluated, namelycurriculums' goals, contents, teaching methods, learning activities, and assessment methods.based on the findings, the primary goals of teaching research methods at the selecteduniversities in their order of importance were teaching students how to design and conductresearch in psychology, making students familiar with various scientific research methods tounderstand psychological phenomena, enhancing students' critical thinking and search skills,and making students study scientific research in psychology. as with content, both qualitativeand quantitative research methods were considered in the relevant syllabuses. considering thecontent of quantitative research methods, the syllabuses focused on such elements as qualitativeresearch questions and hypotheses, design, variables, methods, measures and measurement,sampling, data collection and analysis, descriptive and inferential statistics, interpretation of results and research report writing. the most frequently discussed types of research designswere experimental and quasi-experimental designs, including repeated measures, interactions,and factorial design, two-group and multi-group designs, within-group designs, regressiondesign, correlational design, and survey design. with regard to the content of the qualitativeresearch methods, the specified syllabuses had focused on epistemological foundations and applications of qualitative methods, different types of qualitative research methods, andqualitative research questions, sampling, instruments, data collection and analysis, and researchreport writing. the most frequently discussed types of qualitative methods werephenomenology, ethnography, thematic analysis, grounded theory, and narrative inquiry.