İlköğretimde Eğlendirici Eğitsel Materyal Kullanımı (Oyunlarla Fen Öğretimi)

Öz

Bu araştırmanın amacı eğlenceli eğitsel materyallerle yapılan oyun yönteminin öğrencinin fen dersine karşı tutumuna ve akademik başarısına etkisini incelemektir. Araştırmanın örneklemini, deney ve kontrol grupları olmak üzere toplamda 30 kişiden oluşan 6. sınıf öğrencisi oluşturmaktadır. Araştırma üç hafta boyunca toplamda 12 ders saati uygulanmıştır. Araştırmada karma yöntem kullanılmıştır. Nicel veri ölçme araçları olarak “Fen’e Yönelik Tutum Ölçeği”, nitel veri ölçme aracı olarak ise “Öğrenci Görüşme Formu ve Araştırmacı Gözlem Formu” kullanılmıştır. İlköğretim 6. sınıf müfredatında yer alan “Elektriğin İletimi” ünitesi seçilmiş ve deney grubuna eğlendirici eğitsel materyallerle oyun yöntemi ile öğretim yapılmış, kontrol grubunda ise müfredata uygun öğretim yöntemine yer verilmiştir. Araştırma sonucunda, her iki grubun tutumları arasında anlamlı bir farklılık bulunmuştur. Bu sonuçtan yola çıkılarak, öğrencilerin fen bilimleri dersine yönelik tutumları üzerinde “Eğlendirici Eğitsel Materyallerle Oyun Yönteminin“ müfredata uygun öğretim yöntemlerine göre daha etkili olduğu söylenebilir. Akademik başarı testi sonuçlarında ise bir fark bulunmamıştır. Görüşme sonuçları ise öğrencilerin fen bilimleri dersinde eğlendirici eğitsel materyallerle oyun yöntemi kullanımına yönelik görüşlerinde; konuyu öğrenirken zorluk çekmediklerini, eğlenerek öğrendiklerini, derste mutlu olduklarını ve bir sonraki ders için merakla beklediklerini belirtmişlerdir. Gözlem formu sonuçlarında ise öğrenciler arası işbirliği, sorumluluk, özgüven ve akran öğretiminin arttığı görülmüştür.

Anahtar Kelimeler

• Akademik başarı
• Eğitsel Materyal
• Fen Öğretimi
• Oyun
• Tutum

Use of Entertaining Educational Materials in Primary Education (Science Teaching With Games)

Öz

The aim of the research is to examine the effect of game method made with entertaining educational materials on student's attitude towards science lesson and academic success. The sample consists of 30 (6th grade) students, consisting of experimental and control groups. The research was applied for three weeks, 12 lesson hours in total. Mixed method was used in the study. Data collection tools "Attitude Scale towards Science", "Academic Achievement Test", "Student Interview Form and Researcher Observation Form" were used. The unit of “Conduction of Electricity” in the 6th grade curriculum of primary education was chosen and the experimental group was taught with the method of play with entertaining educational materials, while the control group included a teaching method in accordance with the curriculum. As a result, a significant difference was found between the attitudes of both groups. Based on this result, it can be said that "Game Method with Entertaining Educational Materials" is more effective than teaching methods in accordance with the curriculum on students' attitudes towards science lesson. There was no difference in academic achievement test results. Interview results are; They stated that they did not have any difficulties while learning the subject, that they learned with fun, that they were happy in the lesson and that they were eagerly awaiting the next lesson. In the results of the observation form, it was seen that cooperation, responsibility, self-confidence and peer teaching among students increased.

Anahtar Kelimeler

• Academic success
• Educational material
• Science
• Game
• attitude

Kaynakça

1. Akın, F. A. & Atıcı, B. (2015). Oyun tabanlı öğrenme ortamlarının öğrenci başarısına ve görüşlerine etkisi [Effect of game-based learning environments on student success and opinions]. Turkish Journal of Educational Studies, 2(2), 75-102.
2. Akpınar, B. & Turan, M. (2002). İlköğretim okullarında fen bilgisi eğitiminde materyal kullanımı [The use of materials in science education in primary schools]. V. National Education of Science ve Mathematic Congress.
3. Avcı, N. (2002). Çocuk ve oyuncak [Child and toy]. Abece Eğitim ve Ekin Dergisi, 2002, 12-14.
4. Ayan, S. & Dündar, H. (2009). The importance of creativity and game in pre-school education. Selçuk University Jorunal of Ahmet Keleşoğlu Faculty of Education, 28, 63-74. Ayvacı, H. Ş. & Yıldız, M. (2016). The evaluation of the effectiveness of the teaching process conducted through a laboratory material designed ın accordance with the 5E model: The refraction of light. Journal of Bayburt Education Faculty, 8(1), 1-20.
5. Baki, A. & Gökçek, T. (2012). A general overview of mixed-method researches. Electronic Journal of Social Sciences, 11(42), 1-2.
6. Bayram, B. (2015). The effect of mapped board games usage on the student success and recall in the Turkish Republic Revolution History and Kemalism lecture of 8th grade. (Unpublished master's thesis). Adnan Menderes University, Institute of Social Science, Aydın.
7. Bedir, A., Polat, M. & Sakacı, T. (2009). Performance application of the 7th-grade science and technology course: Portfolio. Celal Bayar University Journal of Science, 5(1), 45-58.
8. Bektaş, S. (2020). Investigation of the effects of educational games on first-grade students' reading skills in teaching first reading and writing. (Unpublished master's thesis). Sakarya University, Institute of Education, Sakarya.

9. Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS] (6th ed.). Ankara: Pegem Academy.
10. Coşkun, H., Akarsu, B. & Kariper, İ. A. (2012). The effects of educational games based on science stories on students’ academic achievements in science and technology classroom. Ahi Evran University Journal of Kırşehir Education Faculty, 13(1), 93-109.
11. Creswell, J.W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Sadle River, NJ: Merrill/Pearson Education.
12. Çavuş, R., Kulak, B., Berk, H., & Öztuna Kaplan, A. (2011). Fen ve Teknoloji öğretiminde oyun etkinlikleri ve günlük hayattaki oyunların derse uyarlanması [Game activities in science and technology teaching and adaptation of daily life games to the lesson]. İGEDER Summit of Science Teachers İstanbul.
13. Çeken, R. (2010). Fen ve teknoloji dersinde balonlu araba etkinliği [The Ballon car activity in science course]. İlköğretim Online, 9(2), 1-5.
14. Daşdemir, İ. & Doymuş, K. (2012). The effect of using animation on primary science and technology course students’ academic achievement, retention of knowledge, and scientific process skills. Pegem Journal of Education and Teaching, 2(3), 33-42.
15. Demir, M. (2012). 7. Sınıf vücudumuzdaki sistemler ünitesinin oyun tabanlı öğrenme yaklaşımı ile işlenmesinin öğrencilerin akademik başarılarına ve fen teknoloji dersine karşı tutumlarına etkisi [The effect of teaching the 7th grade body systems unit with a game-based learning approach on students' academic achievement and attitudes towards science and technology lesson]. XVI. National Education Science Congress.
16. Esgin, E., Aksaya, H., Kırçalı, O., Direk, A. & Kılıç, M. (2011). Determining the factors of interest to digital games and comparing them with properties of educational games. Gaziantep University Journal of Social Sciences, 10(4), 1291-1310.
17. Gagnon, G. W. & Collay, M. (2001). Designing for learning: Six elements in constructivist classrooms. Corwin Press.
18. Genç, S. (2014). Importance of educational games in arts education. Bartın Unıversity Journal Of Faculty Of Education, 3(1), 380-392.
19. Gençer, S. & Karamustafaoğlu, O. (2014). The views of students regarding the teaching of “static electricity” with educational games. Journal of Inquiry-Based Activities, 4(2), 72-87.
20. Güler, T. & Akman, B. (2006). 6-year-old children’s views on science and scientists. Hacettepe University Journal of Education, 31(31), 55-66.
21. Gülsoy, T. & Uçgun, D. (2013). Impact of educational games on the development of 6th-grade student’s vocabulary. Electronic Turkish Studies, 8(13), 943-952.
22. Gürdal, A. (1992). Importance of science in primary schools. Hacettepe University Journal of Education, 8(8), 185-188.
23. Gürol, A. & Tezci, E. (2003). Constructivist instructional design and creativity. The Turkish Online Journal of Educational Technology, 2(1), 50-55. Hançer, A. H., Şensoy, Ö. & Yıldırım, H. İ. (2003). An evaluation about the importance of contemporary science education at elementary schools and how this kind of science teaching must be. Pamukkale University Journal of Education, 13(13), 80-88.
24. Demirel, Ö. (2007). Öğretim ilke ve yöntemleri öğretme sanatı [The art of teaching, teaching principles and methods]. Ankara: Pegem Academy.
25. Kapucu, M. S., & Çağlak, S. (2018). Pre-service science teachers’ skills and experience on designing educational games: A case study. Adıyaman University Journal of Social Sciences, 29, 536-573.
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, 3(2), 41-49.
27. Karamustafaoğlu, S., Çostu, B. & Ayas, A. (2005). Basit araç-gereçlerle periyodik cetvel öğretiminin etkililiği [Effectiveness of periodic table teaching with simple tools]. Journal of Turkish Science Education, 2(1), 19-31.
28. Karasar, N. (2007). Bilimsel araştırma yöntemi [Scientific research methods]. Ankara: Nobel Publishing.
29. Kavşut, G., Çavuş, R. & Akpınarlı, N. (2011). Fen’in çemberi [Circle of science]. Eğitimde Değişim Hareketi Yeni Nesil Eğitim Konferansı [Change Movement in Education and New Generation Education Congress], İstanbul University - Doğa College, İstanbul,
30. Kaya, S. & Elgün, A., (2015). The influence of instructional games in science teaching on primary students’ achievement. Kastamonu Education Journal, 23(1), 329-342.
31. Koçyiğit, S., Tuğluk, M. N., & Kök, M. (2007). Play as educational activity in the child's development process. Journal of Kazım Karabekir Education Faculty, 16, 324-342.
32. Korkmaz, S. (2018). Development and effectiveness of educational games in science teaching as supplementary material on students achievement and attitude towards science. (Unpublished master's thesis). Bartın University, Institute of Education Science, Bartın.
33. Mertoğlu, H. (2002). The Effect of active learning methods on learning how 8th-grade elementary school students learn nutrition concepts. (Unpublished master's thesis). Marmara University, Institute of Education Science, İstanbul.
34. Önen, F., Demir, S. & Şahin, F. (2012). Science teacher candidates’ views about games and evaluating prepared games by them. Ahi Evran University Journal of Kırşehir Education Faculty, 13(3), 299-318.
35. Ören, F. & Avcı, D. (2004). The effect of educational game teaching on academic achievement in science education course in the subject of “solar system and planets”. On dokuz Mayıs University Journal of Faculty of Education, 18, 67-76.
36. Saracaloğlu, A. S. & Aldan Karademir, Ç. (2009). Eğlendirici eğitsel materyallerle oyun temelli fen ve teknoloji öğretiminin öğrenci başarısına etkisi [The effect of game-based science and technology teaching with entertaining educational materials on student success]. VIII. National Education of Primary Teachers Symposium, Osmangazi University, Eskişehir, 1098-1107.
37. Sert, G. & Seferoğlu, S. S. (2012). Öğretmenlerin teknoloji kullanma durumlarını inceleyen araştırmalara bir bakış: Bir içerik analizi çalışması. Computers & Education, 14, 46. Sözbilir, M. (2017). Karma yöntem araştırmalarına giriş [Introduction of mixed methods research]. Ankara: Pegem Academy.
38. Tezel, Ö. & Aksoy, K. (2020). Bilimsel öykü içeren eğitsel oyunla desteklenen fen bilimleri dersinin öğrencilerin periyodik sistem kavram öğrenmelerine etkisi [The effect of science lesson supported by educational game containing scientific story on students' periodic system concept learning On dokuz Mayıs University Jounal of Faculty of Education, 39(3), 192-209.
39. Torun, F. & Duran, H. (2014). Effect of game method on success, permanence, and attitude in children’s rights education. Adıyaman University Journal of Social Sciences, 16, 418-448.
40. Uslu, S. (2011). The inspection of the effects of the worksheets on the students’ academic in science and technology at the second degree. (Unpublished master’s thesis). Adıyaman University, Adıyaman.
41. Yenice, N., Alpak Tunç, G. & Yavaşoğlu, N. (2019). Eğitsel oyun uygulamasının 5. sınıf öğrencilerinin fen öğrenmeye yönelik motivasyonları üzerindeki etkisinin incelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 10(1,) 87–100. doi: 10.19160/ijer.369935
42. Yıldız, E., Ağgül, Ö., Çalıklar, Ş. & Şimşek, Ü. (2020). The effect of educational games and cooperative learning on students’ academic achievements, social skills, and learning motivations. Journal of Social Sciences of Mus Alparslan University, 8(6), 1703 – 1716.
43. Yıldırım, M. (2017). “There are or not” at science course with instructional games?. Journal of Kazım Karabekir Education Faculty, 35, 14-30.
44. Yurt, E. (2007). Instruction of science through educational game technique and the placement and importance in new elementary education curriculum (An example of Muğla province, central district). (Unpublished master’s thesis). Muğla University, Institute of Science, Muğla.