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Dijital Oyunlarla Fen Öğretiminin Öğrencilerin Bilişsel Yapılarına ve Kavramsal Değişimlere Etkisi

Year 2023, Issue: 14, 174 - 203, 15.08.2023
https://doi.org/10.21733/ibad.1189330

Abstract

Bu çalışmada, dijital oyunlar aracılığıyla fen öğretiminin öğrencilerin bilişsel yapıları ve mayoz bölünme konusu ile ilgili kavram değişimleri üzerindeki etkilerinin incelenmesi amaçlanmıştır. Belirlenen amaç doğrultusunda çalışma grubunu devlet okullarında yedinci sınıf düzeyinde öğrenim gören 50 öğrenci oluşturmuştur. Araştırma grubunun belirlenmesinde amaçlı örnekleme tekniklerinden biri olan kolay ulaşılabilir durum örneklemesi kullanılmıştır. Araştırma, tek grup ön test ve son test deneysel deseni ile gerçekleştirilmiştir. Belirlenen çalışma grubuna teknoloji destekli hazırlanmış bir oyun kullanılarak fen öğretilmiştir. Veri toplama aracı olarak araştırmacılar tarafından uzman görüşü alınarak hazırlanan kelime ilişkilendirme testi ön test ve son test olarak uygulanmıştır. Öğrencilerden elde edilen veriler analiz edilirken frekans tabloları oluşturulmuş ve kavram öğrencilerin bilişsel yapılarını ortaya çıkaran ağlar çizilmiştir. Araştırma sonucunda öğrencilerin mayoz konusu ile ilgili kavramsal eksikliklerinin giderildiği ortaya çıkmıştır. Araştırmanın sonuçları göz önüne alındığında, teknoloji tabanlı oyunların kavramların öğretiminde kullanılabilecek araçlar olduğu önerilmektedir.

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The Effect of Teaching Science with Digital Games on Students' Cognitive Structures and Conceptual Changes

Year 2023, Issue: 14, 174 - 203, 15.08.2023
https://doi.org/10.21733/ibad.1189330

Abstract

In this study, it is aimed to examine the effects of science teaching through digital games on students' cognitive structures and concept changes about meiosis topic. In line with the determined purpose, the study group consisted of 50 students studying at the seventh-grade level in public schools. One of the purposive sampling techniques, easily accessible case sampling, was utilized to determine the research group. The research was carried out with a single group pre-test and post-test experimental design. Science was taught to the determined study group by using a game prepared with technology support. The word association test, which was prepared by the researchers after taking expert opinion, was used as a data collection tool and applied as a pre-test and post-test. While analysing the data obtained from the students, frequency tables were created and concept networks were drawn that reveal the cognitive structures of the students.As a result of the research, it was revealed that the conceptual deficiencies of the students about meiosis topic were eliminated. Considering the results of the study, it is suggested that technology-based games are tools whichcan be used in teaching concepts

References

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  • Ares, A. M., Bernal, J., Nozal, M. J., Sánchez, F. J., & Bernal, J. (2018). Results of the use of Kahoot! gamification tool in a course of Chemistry. In 4th International Conference on Higher Education Advances (HEAD'18) (pp. 1215-1222). Editorial UniversitatPolitècnica de València.
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  • Babacan, T., &ŞaşmazÖren, F. (2018). Views of pre-service science teachers about technology-assisted microteaching practices. Manisa Celal Bayar University Journal of Social Sciences, 16 (1), 195-224.
  • Bahar, M., &Özatlı, N. S. (2003). Investigation of the cognitive structures of the first-year high school students on the basic components of living things with the word communication test method. Balıkesir University Journal of Science Institute, 5(2), 75-85.
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  • Başaran, M., & Kılınçarslan, R. (2021). The effectiveness of games designed with web 2.0 tools in the first literacy teaching with distance education. Turkish Journal of Education, 6(1), 186-199.
  • Biçen, H., &Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93.
  • Bilir, S., &Uyanık, G. (2019). The effect of laboratory-assisted teaching on academic achievement and attitude in elementary school fourth grade science course simple electrical circuits unit. Education and Technology, 1(2), 122-136.
  • Bozdağ, H. C., & Gökçe, O. K. (2018). Determining the knowledge awareness and misconceptions of eighth grade students about cell division with a four-stage conceptual measurement tool. Sakarya University Journal of Education, 8(2), 202-223.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2012). Scientific Research Methods (12th Edition).Ankara: Pegem.
  • Çetin, H. S. (2018). Implementation of the digital assessment tool Kahoot in elementary school. International Technology and Education Journal, 2(1), 9-20.
  • Ceylan, N., &Seçken, N. (2019). Designing Instructional Material Based on Computer Animations Based on 5E Learning Model: Example of Unit "Speed and Balance in Reactions". Gazi University Journal of Gazi Education Faculty, 39(3), 1181-1202.
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. International Forum of Educational Technology & Society, 17(4), 352–365.
  • Cho, K., Lee, S., Joo, M. H., & Becker, B. J. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education sciences, 8(3), 105.
  • Coştu, B., Ayas, A., & Ünal, S. (2007). Misconceptions and possible causes: Theconcept of boiling. Kastamonu Journal of Education, 15(1), 123-136.
  • Coştu, B., Karataş, F. Ö., &Ayas, A. (2003). Using worksheets in concept teaching. Pamukkale University Faculty of Education Journal, 14(14), 33-48.
  • Curto Prieto, M., Orcos Palma, L., BlázquezTobías, P. J., & León, F. J. M. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 55.
  • Dialoke, CE (2017).Refocusing science and technology education in Nigeria: implication for the achievement of sustainable development goals by 2030. Capital Journal of Educational Studies (CAJES), 5(1), 141-148.
  • Dinçer, S. (2019). The effect of analogies embedded in digital games on success in science education. International Conference on Science, Mathematics, Entrepreneurship and Technology Education, 39-42.
  • Emre, I., &Bahşi, M. (2006). The misconceptions of pre-service science teachers about cell division. Fırat University Journal of Oriental Studies, 4(3), 70-73.
  • Ercan, F., Taşdere, A., &Ercan, N. (2010). Observation of cognitive structure and conceptual change through word association test. Turkish Journal of Science Education, 7(2), 136–154.
  • Göksün, D. O., &Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via kahoot and quizizz. Computers & Education, 135, 15-29.
  • Guardia, J. J., Del Olmo, J. L., Roa, I., &Berlanga, V. (2019). Innovation in the teaching-learning process: The case of kahoot!. On the Horizon, 27(1), 35–45.
  • Hava, K., &Çakır, H. (2017). A systematic review of literature on students as educational computer game designers. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 407-419). Washington, DC: Association for the Advancement of Computing in Education.
  • Irmak, B., &DemirciGüler, M. P. (2018). Content analysis of studies on technology use in science education. Ahi Evran University Journal of Kirsehir Education Faculty, 19(3), 2473-2496.
  • İzgiOnbaşılı, Ü.(2018). The effect of augmented reality applications on primary school students' attitudes towards augmented reality applications and their science motivation. Aegean Journal of Education, 19(1), 320-337.
  • Jones, S. M., Katyal, P., Xie, X., Nicolas, M. P., Leung, E. M., Noland, D. M., &Montclare, J. K. (2019). A ‘kahoot!’approach: the effectiveness of game-based learning for an advanced placement biology class. Simulation & Gaming, 50(6), 832-847.
  • Kalogiannakis, M., Papadakis, S., &Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22.
  • Kan, A. U., & Özmen, E. (2021). The effect of using augmented reality-based teaching materials on students' academic achievement and opinions. African Journal of Educational Research, 9(1), 273-289.
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There are 82 citations in total.

Details

Primary Language English
Journal Section Original Articles
Authors

Kevser Arslan 0000-0003-0658-7175

Asli Görgülü Arı 0000-0002-6034-3684

Publication Date August 15, 2023
Acceptance Date December 16, 2022
Published in Issue Year 2023 Issue: 14

Cite

APA Arslan, K., & Görgülü Arı, A. (2023). The Effect of Teaching Science with Digital Games on Students’ Cognitive Structures and Conceptual Changes. IBAD Sosyal Bilimler Dergisi(14), 174-203. https://doi.org/10.21733/ibad.1189330

IBAD Sosyal Bilimler Dergisi / IBAD Journal of Social Sciences / IBAD

IBAD is under review EBSCO, SCOPUS, E-SCI and TÜBİTAK/ULAKBİM(TR) SBVT.