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Eğitim Ortamlarında Fenomenal Çalışmaları Yürütmek İçinTeorik Çerçeveler, Yöntemler ve Prosedürler

Fenomenolojik araştırmaların temel amacı, bireyin deneyimlerinden ve duygularından yola çıkarakbelli bir fenomenan üzerinde yaptığı anlatılarında gerçeği aramak ve bu fenomenana yönelikderinlemesine açıklamalar üretmektir. Eğitim ortamlarında fenomenolojik araştırmalar genelliklearaştırmaya katılanların belli bir fenomenan hakkında yaşantıları, deneyimleri, algıları veduyguları somutlaştırmak için kullanılır. Bu çalışma, özellikle eğitim ortamlarında fenomenolojikçalışmalarla ilgilenen araştırmacılar için genel bir çerçeve sunmayı amaçlamaktadır. Ayrıca,çalışmada fenomenolojik araştırmalar için veri toplamak ve bu fenomenal verileri analiz yapmakiçin araştırmacılara yön gösterici bir kılavuz olarak sunmak hedeflenmiştir. Çalışmanın ilk bölümümetodolojik çerçeve ve anahtar kavramlardan oluşan fenomenolojik araştırma metodolojisinin temellerini açıklamaktadır. İkinci bölümde ise özellikle eğitim ortamlarında bir fenomenolojikaraştırma yapmak isteyen araştırmacılara yönelik fenomenolojik veri toplama prosedürü vefenomenolojik veri analiz yöntemlerinin basamakları sunulmaktadır.

Theoretical Frameworks, Methods, and Procedures for ConductingPhenomenological Studies in Educational Settings

The main purposes of phenomenological research are to seek reality from individuals narrativesof their experiences and feelings, and to produce in-depth descriptions of the phenomenon.Phenomenological research studies in educational settings generally embody lived experience,perception, and feelings of participants about a phenomenon. This study aims to provide a generalframework for researchers who are interested in phenomenological studies especially ineducational setting. Additionally, the study provides a guide for researchers on how to conduct aphenomenological research and how to collect and analyze phenomenal data. The first part of thepaper explains the underpinnings of the research methodology consisting of methodologicalframework and key phenomenological concepts. The second part provides guidance for aphenomenological research in education settings, focusing particularly on phenomenological datacollection procedure and phenomenological data analysis methods.

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