Identifying the Dimensions of a Research Methodology Curriculum Model with an Emphasis on Artistic Research with a Meta-Synthesis Approach
Keywords:
Curriculum, Research Methodology, Meta-Synthesis, Educational Model, Artistic ResearchAbstract
The study aimed to identify and conceptualize the dimensions of a research methodology curriculum model with an emphasis on artistic research through meta-synthesis of previous studies. This qualitative study employed the meta-synthesis method following Sandelowski and Barroso’s seven-step model. Data were collected from scientific articles, theses, research projects, and academic books from both national and international databases. Sources were screened based on title, abstract, and full text. Open coding and thematic clustering were conducted using MAXQDA software, and coding reliability was confirmed through Kappa coefficient analysis. The analysis revealed thirteen major dimensions with a total of 285 open codes for the research methodology curriculum model. The dimensions included authentic thinking, communicative rationality, cognitive thinking, meaning-oriented thinking, aesthetic thinking, critical thinking, creative thinking, emergent thinking, intuitive thinking, systemic thinking, wise thinking, interdisciplinary thinking, and reflective thinking. Each dimension encompassed multiple sub-themes, reflecting the multi-layered and interdisciplinary role of artistic research in curriculum design. This study proposed a comprehensive model for designing research methodology curricula centered on artistic research. The identified dimensions can guide policymakers, curriculum developers, and art educators in enhancing creativity, critical thinking, aesthetic appreciation, and research competencies among students.
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