The use of educational games within the structure and properties of matter unit in science class

Year 2021, Volume: 8 Issue: 2, 200 - 219, 01.04.2021

Özlem Eltem Asiye Berber

https://doi.org/10.17275/per.21.36.8.2

Cited By: 2

Abstract

Given the rapid pace of science today, we can feel the influence of it in all aspects of our lives. Therefore, it is aimed to raise individuals with advanced thinking skills who learn and use knowledge in science class and can combine science and technology. In line with such purposes, it is believed that different methods and techniques are required to be used within classes. In this study, educational game techniques have been used in teaching of the “Structure and Properties of Matter” unit in science class and the effects of this teaching technique have been researched to measure the academic success of students as well as the opinions of students and teachers. Mixed research design has been employed within the study. Control group pre-test - final test model has been preferred for the quantitative dimension of research. “Academic success test on the structure and properties of matter” developed by the researcher has been used for the collection of the quantitative data. In the qualitative dimension of the research, semi-structured interviews, researcher's observations and diaries, and science journals of students have been utilised. According to the findings obtained, educational game has positively affected the students, increased the course success (p<.05) and participation in the course. A significant change has been observed in the success levels of the students and a positive change has been found in their views on the Science lesson.

Keywords

Science teaching, Educational games, Use of educational games in science, Structure and properties of matter

References

• Allery, L. (2014). Make use of educational games. Education for Primary Care, 25(1), 65-66.
• Altınbulak, D., Emir, S. & Avcı, C. (2006). Sosyal bilgiler öğretiminde eğitsel oyunların erişiye ve kalıcılığa etkisi [The effect of educational games on accessibility and retention in social studies teaching]. Hasan Ali Yücel Eğitim Fakültesi Dergisi. 2, 35-51.
• Annetta, L., Mangrum, J., Holmes, S., Collazo, K. & Cheng, M. T. (2009). Bridging realty to virtual reality: investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113.
• Arlı, M. & Nazik, M. H. (2003). Bilimsel araştırmaya giriş [Introduction to scientific research]. Ankara: Gazi Publishing.
• Bayat, S., Kılıçarslan, H. & Şentürk, Ş. (2014). Fen ve teknoloji dersinde eğitsel oyunların yedinci sınıf öğrencilerinin akademik başarısına etkisinin incelenmesi [Analysing the effects of educational games in science and technology course on seventh grade students’ academic achievements]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 204-216.
• Boyraz, C. & Serin, G. (2016). İlkokul düzeyinde oyun temelli fiziksel etkinlikler yoluyla kuvvet ve hareket kavramlarının öğretimi [Teaching of force and motion concepts through game-based physical activities at elementary level]. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 6(1), 89-101.
• Boghian, I., Cojocariu, V. M., Popescu, C. V., & Mâţӑ, L. (2019). Game-based learning. Using board games in adult education. Journal of Educational Sciences & Psychology, 9(1), 51-57.
• Cengiz, E., Uzoğlu, M., & Daşdemir, İ. (2012). Öğretmenlere göre fen ve teknoloji dersindeki başarısızlık nedenleri ve çözüm önerileri [Reasons of failure in science and technology lesson and proposals for solving according to teachers]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2).
• Clark, D. B., Tanner-Smith, E., Hostetler, A., Fradkin, A. & Polikov, V. (2018). Substantial integration of typical educational games into extended curricula. Journal of the Learning Sciences, 27(2), 265-318.
• Coşkun, H. (2012). Bilimsel öyküler içeren eğitsel oyunlar ile fen öğretiminin öğrencilerin akademik başarısına etkisi (The effects of educational games based on science stories on students? academic achievements in science education) (Unpublished master’s thesis). Erciyes University, Kayseri.
• Coşkun, H., Akarsu, B. & İ., A., Kariper. (2012). Bilim öyküleri içeren eğitsel oyunların fen ve teknoloji dersindeki öğrencilerin akademik başarılarına etkisi [The effects of educational games based on science stories on students’ academic achievements in science and technology classroom]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD). 13(1), 93-109.
• Creswell, J. W. (2013). Araştırma deseni (Research design) (S. B. Demir, Çev.). Ankara: Eğiten Kitap.
• Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş (A concise ıntroduction to mixed methods research) (M. Sözbilir, Çev.). Ankara: Pegem Akademy Publishing.
• Çalışkan, H , Biter, M . (2019). Sosyal bilgiler derslerinde eğitsel oyunlarla değerler eğitimi: bir eylem araştırması [Values education with educational in social studies courses: an action research]. Journal of Interdisciplinary Education: Theory and Practice, 1(1), 1-28.
• Demirel, Ö. (2005). Öğretimde panlama ve değerlendirme: Öğretme sanatı [Planning and evaluation in teaching: Teaching art]. Ankara: Pegem Akademy Publishing.
• Demirel, Ö. (2009). Öğretim ilke ve yöntemleri: Öğretme sanatı [Teaching principles and methods: Teaching art]. Ankara: Pegem Akademy Publishing.
• Doran, R. L. & Watson, W. (1973). Games for the science classroom. National Science Teachers Association. 40(4), 31-33.
• El-Masri, M., Tarhini, A., Hassouna, M., & Elyas, T. (2015). A Design Science Approach to Gamify Education: From Games to Platforms. ECIS.
• Fırat, M., Kabakçı Yurdakul, I. & Ersoy, A. (2014). Bir eğitim teknolojisi araştırmasına dayalı olarak karma yöntem araştırması deneyimi [Mixed method research experience based on an educational technology study]. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 2(1), 65-86.
• Fjællingsdal, K. S. & Klöckner, C. A. (2017). ENED-GEM: A conceptual framework model for psychological enjoyment factors and learning mechanisms in educational games about the environment. Frontiers in Psychology, 8, 1085.
• Gedik, M. (2017). Ortaokul 2. sınıf öğrencilerinin okuma becerilerinin geliştirilmesinde eğitsel oyunların başarı ve kalıcılığa etkisi [The influence of educational plays on achievement and permanence in the improvement of 2th grade students’ reading skills]. Atatürk Üniversitesi Türkiyat Araştırmaları Enstitüsü Dergisi, 58, 453-464.
• Gençer, S. & Karamustafaoğlu, O. (2014). “Durgun elektrik” konusunun eğitsel oyunlarla öğretiminde öğrenci görüşleri [The views of students regarding teaching of “static electrıcity” with educational games]. Araştırma Temelli Etkinlik Dergisi - Journal of Inquiry Based Activities (JIBA) 4(2), 72-87.
• Gifford K. E., (2002). Using instructional games: A teaching strategy for increasing student participation and retention. Occupational Therapy In Health Care, 15(1-2), 13-21.
• Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(2), 9–19.
• Gökbulut, Y. & Yücel Yumuşak, E. (2014). Oyun destekli matematik öğretiminin 4. sınıf kesirler konusundaki erişi ve kalıcılığa etkisi [The effects of game-supported mathematics learning unit of fractions of 4. grade achievement and permanence]. İnternational Periodical for The Languages, Literature and History of Turkish or Turkic, 9(2), 673-689.
• Gürbüz, R., Gülburnu, M. & Şahin, S. (2017). Oyun destekli kesir öğretimi hakkında öğretmen görüşleri: video destekli bir çalışma [Teachers’ views about teaching of fractions with games: a video supported study]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(4), 98-132.
• Hacısalihoğlu Karadeniz, M. (2017). Geleneksel çocuk oyunlarının matematiğe uyarlanması ve uygulanması sürecindeki kazanım ve problemlere genel bir bakış. Kastamonu Education Journal, 25(6), 2245-2262.
• Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-162.
• İnal, M. & Korkmaz, Ö. (2019). Eğitsel oyunların öğrencilerin yabancı dil olarak Türkçe öğrenmeye dönük tutumlarına ve konuşma becerilerine etkisi [The effects of educational games on students' speaking skills and attitudes towards learning Turkish as a foreign language]. Ana Dili Eğitimi Dergisi, 7(4), 898-913.
• İneç, Z. F., & Akpinar, E. (2017, May). New approaches in authentic teaching of social studies. In Symposium on Social Studies Education VI held in Anadolu University in Eskişehir on, 4, 1
• Jacob Habgood, M. P. & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169-206.
• Karamustafaoğlu, O. & Kaya, M. (2013). Eğitsel oyunlarla ‘yansıma ve aynalar’ konusunun öğretimi: yansımalı koşu örneği [Teaching the subject of ‘reflection and mirrors’ with educational games: a case of reflective race]. Araştırma Temelli Etkinlik Dergisi - Journal of Inquiry Based Activities (JIBA), 3(2), 41-49.
• Kaya, S. & Elgün, A. (2015). Eğitsel oyunlar ile desteklenmiş fen öğretiminin ilkokul öğrencilerinin akademik başarısına etkisi [The influence of instructional games in science teaching on primary students’ achievement]. Kastamonu Eğitim Dergisi, 23(1), 329-342.
• Kelecioğlu, H. & Göçer Şahin, S. (2014). Geçmişten günümüze geçerlik [Validity from past to present]. Journal of Measurement and Evaluation in Education and Psychology. 5(2), 1-11.
• Koçyiğit, S., Tuğluk, M. N. & Kök, M. (2007). Çocuğun gelişim sürecinde eğitsel bir etkinlik olarak oyun [Play as educational activtiy in the child's development process]. Kazım Karabekir Eğitim Fakültesi Dergisi, 16, 324-342.
• Kozcu Çakır, N., Şenler, B. ve Göçmen Taşkın, B. (2007). İlköğretim ikinci kademe öğrencilerinin fen bilgisi dersine yönelik tutumlarının belirlenmesi. Türk Eğitim Bilimleri Dergisi. 5(4), 637-655.
• Lynne A. A. (2004). Educational games and structured experiences. Medical Teacher, 26(6), 504-505.
• Miller, J. L. & Kocurek, C. A. (2017). Principles for educational game development for young children. Journal of Children and Media, 11(3), 314-329.
• MEB (Ministry Of Education). (2013). İlköğretim kurumları (ilkokul ve ortaokullar) fen bilimleri dersi (3,4,5,6,7, ve 8. sınıflar) öğretim programı [Elementary schools (primary and secondary schools) science courses (3,4,5,6,7 and 8 grades) education programme]. Ankara: Devlet Kitapları Müdürlüğü.
• Nemerow, L. G. (1996). Do classroom games improve motivation and learning?. Teaching and Change, 3(4), 356-366.
• Ormanlıoğlu Uluğ, M. (1997). Niçin oyun?[Why games?]. İstanbul: Göçebe Publishing.
• Özkan, Z., & Samur, Y. (2017). Oyunlaştırma yönteminin öğrencilerin motivasyonları üzerine etkisi. Ege Eğitim Dergisi, 18(2), 857-886.
• Öztürk, Ç., & Kormaz, Ö. (2020). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15.
• Peirce, N., Conlan, O. & Wade, V. (2008). Adaptive educational games: Providingnon-invasive personalised learning experiences. In Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on, 28-35.
• Reiss, M. J. & White, J. (2014). An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal, 25(1), 76-89.
• Rule, A. C., & Schneider, J. S. (2009). Creating, Evaluating, and Improving Humorous Cartoons Related to Design Principles for Gifted Education Programs. Online Submission.18, 1-15
• Sar, A. H., Soyer, F. & Çolak, T. S. (2015). The effect of educational games on dealing with shyness of elementary school children (7-11 years old). The Anthropologist, 19(3), 645-653.
• Swank, J. M. (2012). Using games to creatively enhance the counselor education curriculum. Journal of Creativity in Mental Health, 7(4), 397-409.
• Şahin, B. (2017). Kazanım odaklı etkinlik ve deneylerle fen bilimleri [Science with achievement based activities and experiments]. Ankara: Harput Akademy Publishing.
• Şenel, M., & Akman, D. B. (2016). Fun teaching! Fun tech-ing! Interactive educational games for young learners. Participatory Educational Research, 3(4), 12-21.
• Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P. & Vicari, C. (2014). Toward understanding the potential of games for learning: Learning theory, game design characteristics, and situating video games in classrooms. Computers in the Schools, 31(1-2), 2-22.
• Ural Keleş, P. & Aydın, S. (2017). Ortaokul öğrencilerinin fen bilimleri dersine yönelik tutumlarının enlemsel olarak incelenmesi [The latitudinal analysis of secondary school students’ attitudes to science course]. International Journal of Social Sciences and Education Research. 3(3), 711-719.
• Usta, N., Işık, A. D., Şahan, G., Genç, S., Taş, F., Gülay, G., ... & Küçük, K. (2017). Öğretmen adaylarının matematik öğretiminde oyunların kullanımı ile ilgili görüşleri [The opinions of pre-service teachers on the usage of games in mathematics teaching]. International Journal of Social Sciences and Education Research. 3(1), 328-344.
• Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K. & Urech, C. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589-603.
• Yenice, N. ,Alpak Tunç, G. &. Yavaşoğlu, N. (2019). Eğitsel Oyun Uygulamasının 5. Sınıf Öğrencilerinin Fen Öğrenmeye Yönelik Motivasyonları Üzerindeki Etkisinin İncelenmesi [Effects of educational games on the fifth grade students’ motivation to learn science]. E-Uluslararası Eğitim Araştırmaları Dergisi, 10(1), 87-100.
• Yıldırım, A & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
• Yıldız, E., Şimşek, Ü. ve Ağdaş, H. (2017). Eğitsel oyun entegre edilmiş işbirlikli öğrenme modelinin öğrencilerin fen öğrenimi motivasyonları ve sosyal becerileri üzerine etkisi [Effect of educational games integrated cooperative learning model on students’ motivation toward science learning and social skills]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD). 1 (2), 37-54.