Process Diary as Methodological Approach in Longitudinal Phenomenological Research

Woll, Heidi

doi:10.2989/ipjp.2013.13.2.2.1176a

Cited by 16 publications

(28 citation statements)

References 24 publications

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“…Eğitim araştırmalarında katılımcıların/öğrencilerin yazdıkları günlükler fen günlükleri (Ajello, 2000), etkileşimli günlükler (Andrusyszyn & Davie, 1997), not defteri (Baxter, Bass & Glaser, 2001; Ruiz-Primo, Li, & Shavelson, 2001) yansıtıcı günlük (Doyran, 2013;Henter & Indreica, 2014;Khales, 2015) öğrenci günlükleri (Özmen, 2010) günlük (Connor-Greene, 2000) ve süreç günlüğü (Woll, 2013) olarak adlandırılmaktadır. Araştırmacılar tarafından gerek veri toplama gerekse de yansıtma amacıyla yazılan günlükler araştırmacı günlüğü olarak bilinir.…”

Section: Nitel Araştırmacı Olma Süreci Ve Araştırmacı Günlüğüunclassified

“…Günlük yazmak genelde öz-farkındalık ve öz-yansıtma becerilerini geliştirmeyi özendirmenin bir yolu (Woll, 2013), içsel konuşma ve yansıtmanın bir fırsatı olarak görülmektedir (Engin, 2011). Araştırmacı günlüğü, araştırmacının araştırmasına ilişkin düşündükleri ve yaptıkları hakkında kendi kendine ve başkalarıyla konuştuklarını yazılı hale getirmesidir.…”

Section: Nitel Araştırmacı Olma Süreci Ve Araştırmacı Günlüğüunclassified

“…Örneğin, sosyoloji araştırmalarında günlükler yirminci yüzyılın ortalarında ilk geliştirildiğinden beri yaygın bir biçimde kullanılmaktadır (Madge, 1953;cited in: Woll, 2013). Nitel eğitim araştırmalarında günlükler araştırma süreçlerinin önemli bir parçası (Engin, 2011) olarak diğer yöntemlerle ulaşılması zor kişisel fenomenlere ilişkin görüş kazanmayı desteklemede (Zimmerman & Wieder, 1997;cited in: Woll 2013) ve geleneksel veri toplama araçlarının yerine geçerek tamamlayıcı veri toplama araçları olabilir (Woll, 2013). Örneğin bir doktora öğrencisinin ilk gözlem deneyimini anlamada görüşme ve gözlem yöntemleri ekonomik olmayabilir.…”

Section: Nitel Araştırmacı Olma Süreci Ve Araştırmacı Günlüğüunclassified

“…Bunun için günlük yazmanın sınırlılıkları bilinmelidir. Woll (2013) bir fenomenoloji araştırması sürecinde yazılan günlüklere dayalı olarak şu sınırlılıkları ortaya koymuştur: 1) Günlüklerden nitelikli veri sağlanamayabilir. Bunun aşılması için katılımcılara günlük yazmayla ilgili ipuçları verilebilir.…”

Section: Nitel Araştırmacı Olma Süreci Ve Araştırmacı Günlüğüunclassified

“…The diaries written by participants/students in educational research are called science diary (Ajello, 2000), interactive diary (Andrusyszyn & Davie, 1997), notebook (Baxter, Bass & Glaser, 2001; Ruiz-Primo, Li & Shavelson, 2001), reflective diary (Doyran, 2013;Henter & Indreica, 2014;Khales, 2015), student diary (Özmen, 2010), diary (Connor-Greene, 2000) and process diary (Woll, 2013). Researcher diary is a tool that reflects researcher's thoughts, indecisions, understandings (Galili, 2014), observations, interpretations and feelings (Yildirim & Şimsek, 2013), ensures his/her personal connection with research, and in which the research process is recorded as a source of raw data (Hughes, 1996;Altrichter et al, 1993).…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

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Investigation of Phd students' initial qualitative research experiences via their diaries

Ersoy

2015

Pegegog

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The aim of this study is to understand initial qualitative research experience and the qualitative researcher identities they try to build via diaries they reflect. This research is a analytical research model. Research data were obtained 25 diaries which were selected by criterion sampling from 60 doctoral students' diaries that they wrote in qualitative research methods course between the years 2008 and 2014. Content analysis was applied to the data. As a result of the analysis, "becoming a qualitative researcher" category which consists of "I learned from my experiences", "I discovered my researcher identity", and "I discovered myself" have emerged. I learned from my experiences themes that compose "I learned from my mistakes", "I read, implemented, reflected", and found out that "I realized that I wasn't a qualitative researcher." I discovered my researcher identity theme includes subthemes such as "I should be open-minded", "I should try to understand", and "I should be patient." I discovered myself theme consists of subthemes such as "I realized my prejudices", "I learned criticizing myself", and "I saw the limits of my abilities." It has emerged that researcher diaries are functional tools to understand the research experiences of PhD students. Therefore, doctoral students can be encouraged to write diaries in the research process.

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Section: Nitel Araştırmacı Olma Süreci Ve Araştırmacı Günlüğüunclassified

Section: Extended Abstract Introductionmentioning

confidence: 99%

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Investigation of Phd students' initial qualitative research experiences via their diaries

Ersoy

2015

Pegegog

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Qualitative Diary Methods in Mental Health Research

McCombie,

Esponda,

Schmidt

et al. 2024

European Psychologist

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Qualitative diary methods (QDMs) have great potential for mental health research, as they provide rich data about experiences and phenomena as and when they happen, from the perspectives of participants themselves. They provide unique insight into behavior, cognitions, and change over time in greater depth and detail than other quantitative or qualitative methods might offer. This paper presents the results of a scoping review of QDMs in mental health research, aimed at clarifying how diary methods are used in mental health research, and outlining key decisions and considerations in planning and conducting a qualitative diary study. Forty-eight papers were reviewed, and the findings highlight different elements of QDMs. The research aims, suitability for participants, and ethical issues are first discussed, followed by elements of diary study design including diary format, administration, intervals, timeline, sample size, diary structure and guidance, and additional data collection methods. Finally, analysis approaches and the strengths and challenges of QDMs are reviewed. Discussion around the future of QDMs follows, including a checklist for conducting and reporting a qualitative diary study.

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The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities

Sari,

Çevik,

Çevik

2023

Support for Learning

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The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one‐group pretest–posttest pre‐experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in‐depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.

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Process Diary as Methodological Approach in Longitudinal Phenomenological Research

Cited by 16 publications

References 24 publications

Investigation of Phd students' initial qualitative research experiences via their diaries

Investigation of Phd students' initial qualitative research experiences via their diaries

Qualitative Diary Methods in Mental Health Research

The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities

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