6. Sınıf Bitki Ve Hayvanlarda Üreme, Büyüme Ve Gelişme Ünitesinin Öğretiminde Oyun Temelli Öğrenmenin Akademik Başarı Ve Tutum Üzerine Etkisi

Abstract

The aim of this study was to investigate the effects on the students' academic achievement and their attitudes of teaching with game based learning in "Reproduction, Growing and Development unit in Plants and Animals" in Elementary 6th grade Science education class. Semi-experimental model based on pre test and post test was used in the research. The studies were performed in a public school in Giresun in 2016-2017 academic year. Sample of the research was composed of total forty students of sixty grades, 20 experimental group students and 20 control group students. This experimental study was carried out for 12 hours. While in the experimental group, the activities prepared in the current programme and the educational games (taboo) prepared by the researcher in addition to these activities were used, in the control group only the activities prepared according to the achievements in the current programme were used. "Science Academic Achievement Test" and "Science Attitude Scale" were used as the data collection tool in the research. The obtained data were analyzed using SPSS packet program. After data analysis, it was determined that a significant difference was found in academic achievements and attitudes towards science education course between experiment and control group were in favor of the experiment group. In other words, according to the results of the research, the students academic achievements of lesson that was taught by educational game increased and their attitudes towards the course changed positively. As a matter of fact, it is said that "game based learning" contributes positively to students'Corresponding author: Cahide Serdaroğlu, SummaryScience education is one of the most essential elements that societies which want to reach the age of science should give importance in terms of developments. At the same time, it forms the basis of the skills and attitudes necessary for individuals to understand the environment in which they live and to have the information to provide their needs. If science education, which constitutes the essence of these skills and attitudes, is given to children from the age of primary education, self-developed individuals in every respect can be trained. For this purpose, it is also

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

“…In the study conducted by Yazıcıoğlu and Çavuş-Güngören (2019), it was determined that the use of game-based activities in science teaching improved the academic achievement of middle school students. Similarly, Serdaroğlu and Güneş (2019) stated that the lesson taught with educational games in the 6 th -grade science course positively affected the academic achievement of the students as they learned the lesson with fun and enjoyment. Şentürk (2020) explained the effect of game-based science teaching and learning experiences on academic achievement based on the fact that students learn by having fun, actively, doing-living during the lesson process, undertaking tasks and responsibilities, and developing positive attitudes towards the course.…”

Oyun Temelli̇ Öğrenme Uygulamalarinin Fen Bi̇li̇mleri̇ Dersi̇nde 5.SINIF Öğrenci̇leri̇ Üzeri̇ndeki̇ Etki̇si̇

“…Oyun temelli öğrenme (OTÖ) modeli bu yöntemler arasında yer almaktadır (Bozoğlu, 2013). Bu yöntem, öğrencilerin görüşlerini özgür bir şekilde ifade edebileceği, eşit öğrenme ortamları hazırlayarak bir konuyu birçok yönden inceleme fırsatı sunan ve en önemlisi öğrencilerin fen okuryazarı bir birey olarak yetişmelerine yardımcı bir model olarak kullanılmaktadır (Serdaroğlu & Güneş, 2019). Oyun temelli öğrenme, eğitim sürecinde belirlenen kazanımlara ulaşabilmek için öğrencilerin aktif, eğitimcilerin ise yol gösterici rolünde olduğu bir eğitim modelidir (Weisberg vd., 2013).…”