Evaluations on An Educational Game Developed for Temperature Unit Conversions: CFK Survivor

Öz

Educational games are the planned and purposeful educational activities improving knowledge and skills via reinforcing previous learning. In this context, the 9th grade "Physics" lesson "Heat and Temperature" unit was determined. Within the scope of “The students make calculations related to temperature units.” acquisition and “Unit conversions for 0C, 0F, K are provided to be done.” acquisition explanation, CFK Survivor educational game was created. This study under phenomenology method, was designed to evaluate CFK Survivor by physics teachers. The study group was formed by selecting 13 physics teachers working in private educational institutions and attending 9th grade classes online through easily accessible sampling method. The game was evaluated in such aspects as eligibility, gamification, rules and data was analyzed by content analysis. Not only educational games were handled for school type, class level, lesson and topics but also relevant suggestions were made. Sample suggestions were given on Physics subjects where educational game could be designed. It is concluded that several cognitive, affective and psychomotor skills can be gained via interest, desire, motivation, and active participation, therefore enjoyable and permanent learning can be achieved. For the researchers wishing to study in the field of educational games, some necessary recommendations were also presented.

Anahtar Kelimeler

• Educational games
• Temperature units
• Celsius
• Fahrenheit
• Kelvin
• CFK Survivor game

Kaynakça

1. Aksoy, N. C. & Kaleli Yılmaz, G. (2011). The influence on the attitudes towards Mathematics of the 6th students of game supported instruction in fractions unit. Bayburt University Journal of Education Faculty, 6(1-2), 105-117.
2. Altun, M. (2013). A study over the problem solving ability of 11-12 years old children regularly playing educational games. MA Thesis. Gazi University, Educational Science Institute, Ankara. Retrieved on 24 May 2020 from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp/ (Dis. No: 349040)
3. Aral, N., Gürsay, F. & Köksal, A. (2000). Okul öncesi eğitiminde oyun. İstanbul: Yapa Publishing.
4. Ayan, S. & Memiş, U. A. (2012). A research related to the importance of play in early childhood. Selçuk University Journal of Physical Education and Sport Science, 14(2), 143–149.
5. Aydın, G. & Balım, A. G. (2005). An interdisciplinary application based on constructivist approach: Teaching of energy topics. Ankara University Journal of Faculty of Educational Sciences, 2, 145-166.
6. Bayat, S., Kılıçaslan, H. & Şentürk, Ş. (2014). Analysing the effects of educational games in Science and Technology course on seventh grade students' academic achievements. Abant İzzet Baysal University, Journal of Education Faculty, 14(2), 204–216.
7. Bayrak, B. & Erden, A. (2007). The evaluation of Science curriculum. Kastamonu Education Journal, 15(1), 137-154.
8. Boz, İ. (2018). The effect of teaching by game to academic success in primary school 4th class Mathematics. International Journal of Textbooks and Education Materials, 1(1), 27-45.

9. Canbay, İ. (2012). Analysing the effects of educational games in mathematics on 7th grade students? Self-regulatory strategies, motivational beliefs and academic achievements. MA Thesis, Marmara University, Educational Science Institute, İstanbul. Retrieved on 29 March 2020 from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp (Dis. No: 320420)
10. Coşkun, H., Akarsu, B. & Kariper, İ. A. (2012). The effectiveness of educational games based on science stories on students' academic achievements in science and technology classroom. Journal of Kirsehir Education Faculty, 13(1), 93-109.
11. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. New York: Sage.
12. Çoban, B. & Nacar, E. (2006). Okul öncesi eğitimde eğitsel oyunlar. Ankara: Nobel Publishing Distribution. De Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning, JISC E-Learning Programme, 3, 73. Retrieved 15 May 2020 from https://researchrepository.murdoch.edu. au/id/eprint/35774/1/gamingreport_v3.pdf
13. Demirci, N. & Demirci, P. T. (2006). İlköğretim I. kademe sınıf öğretmenlerinin oyunla eğitimin önemine ilişkin görüşlerinin değerlendirilmesi. 9th International Sport Sciences Congress, Muğla. 614–616.
14. Dönmez N. B. (1999). Oyun kitabı. İstanbul: Esin Publishing.
15. Erçetin, Ş. (2007). KPSS eğitim bilimleri. Ankara: Arın Publishing.
16. Erdemir, N. (2009). Determining students' attitude towards physics through problem-solving strategy. In Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-19.
17. Gee, J. P. (2014), What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
18. Gülsoy T. (2013). 6. Sınıf öğrencilerinin kelime hazinesinin geliştirilmesinde eğitsel oyunların etkisi. Yüksek Lisans Tezi, Niğde Üniversitesi, Eğitim Bilimleri Enstitüsü, Niğde. Retrieved 11 May 2020 from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp (Dis. No: 345620)
19. Gündüz N. (1998). Beden eğitiminde öğrencilerin değerlendirilmesi. Orta öğretim kurumlarında beden eğitimi ve sorunları (s. 153). Ankara: Turkish Education Association Publications.
20. Gürcan, A., Özhan, S. & Uslu, R. (2008). Dijital oyunlar ve çocuklar üzerindeki etkileri [Digital games and their effects on children]. Prime Ministry General Directorate of Family and Social Research, 1-50, Ankara.
21. Hazar, Z. & Altun, M. (2018). Investigation of teacher opinions and competencies for educational games]. Journal Physics Education Sport Science, 13(1), 52-72.
22. Hazar, M. (1996). Beden eğitimi ve sporda oyunla eğitim. Ankara: Tubitay Limited.
23. Jara‐Guerrero, S. (1993). Misconceptions on heat and temperature. In Proceedings of the 3rd International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust, Edited by: Novak, J. Ithaca, NY: Cornell University.
24. Jones, M. G., Carter, G. & Rua, M. J. (2000). Exploring the development of conceptual change ecologies: communities of concepts related to convection and heat. Journal of Research in Science Teaching, 37, 139–159.
25. Karaağaçlı, M. (2011). Öğretimde kuramlar ve yaklaşımlar. Ankara: Sage Publishing.
26. Karamustafaoğlu, O. & Kaya, M. (2013). Teaching the subject of ‘Reflection and Mirrors’ with educational games: A case of reflective race. Journal of Inquiry Based Activities (JIBA), 3(2), 41-49.
27. Kaytez, N. & Durualp, E. (2014). An overview of postgraduate theses within the field of play at early childhood education in turkey]. International Journal of Turkish Education Sciences, 2(2), 110-122.
28. Kıldan, O. (2001). The influence of games on children`s growth. PA Thesis. Selçuk University, Graduate School of Health Sciences, Konya. Retrieved on 19 March 2020 from https://tez.yok.gov.tr/UlusalTezMerkezi/tez SorguSonucYeni.jsp (Dis. No: 110600)
29. Kirriemuir, J. & McFarlane, A. (2004). Literature review in games and learning (Futurelab Series, Report 8). Bristol, UK: Futurelab. Retrieved on 8 May 2020 from https://telearn.archives-ouvertes.fr/hal-00190453/
30. Maskan, A, K. & Maskan, M, H. (2007). The Investigation of the 4th grade primary school science and technology textbook by the evaluative criteria. Dicle University Journal of Ziya Gokalp Education Faculty. 9, 22–32.
31. Örnek, F., Robinson, W. R., & Haugan, M. P. (2008). What makes physics difficult? International Journal of Envieonmental ve Science Education, 3(1), 30-34.
32. Özer, A., Gürkan, A. C. & Ramazanoğlu, M. O. (2006). Effects of games on development of children. Eastern Anatolia Region Studies, 4(3), 54-57.
33. Özmen, H. & Karamustafaoğlu, O. (Ed.) (2019). Eğitimde araştırma yöntemleri. Ankara: PegemA Publications.
34. Özyürek, A. & Çavuş, Z. S. (2016). Examination of the status of primary school teachers whether or not they use game-based teaching techniques. Kastamonu Education Journal, 24(5), 2157-2166.
35. Patton, M. Q. (2015). Qualitative evaluation and research methods: Integrating theory and practice. 4th ed., Sage Publications, Inc.
36. Rubin, A. & Babbie, E. R. (2016). Empowerment series: Research methods for social work. Boston: Cengage Learning.
37. Saracho, O. N. (2001). Exploring your children’s literacy development through play. Early Child Development and Care, 167, 103-114.
38. Titchen, A. & Hobson, D. (2005). Phenomenology. B. Somekh, C. Lewin (Edit.). Research methods in the social sciences. England: Sage Publications.
39. Varışoğlu, B., Şeref, İ., Gedik, M., & Yılmaz, İ. (2013). Attitude scale for educational games that played in Turkish lesson: Study of validity and reliability. Adıyaman University Journal of Social Sciences Institute Special Issue on Teaching Turkish Education, 6(11), 1059-1081.
40. Yeo, S. & Zadnik, M. (2001). Introductory thermal concept evaluation: assessing students' understanding. The Physics Teacher, 39, 495–504.
41. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. 11th ed., Ankara: Seçkin Publishing.
42. Yıldız, E., Şimşek, Ü., & Araz, H. (2016). The effect of the educational game method on academic achievement and motivation towards Science learning in teaching of circulatory system. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(36), 20-32.
43. Yükseltürk, E. & Altıok, S. (2016). Investigation of pre-service information technology teachers' game projects prepared with Scratch. SDU International Journal of Educational Studies, 3(1), 59-66.