Dijital Oyunlarla Fen Öğretiminin Öğrencilerin Bilişsel Yapılarına ve Kavramsal Değişimlere Etkisi

Year 2023, Issue: 14, 174 - 203, 15.08.2023

Kevser Arslan , Asli Görgülü Arı

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.

Keywords

teknoloji, fen öğretimi, dijital oyun, kavram, bilişsel yapı, kelime ilişkilendirme testi.

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

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

Keywords

technology, science teaching, digital game, concept, cognitive structure, word association test.

References

• Açıkgöz, F. N. (2019). Investigation of fifth grade students' perceptions of destructive natural events using word association test (KIT). Unpublished Master's Thesis, ÖmerHalisdemir University, Institute of Educational Sciences. Niğde.
• Alkan, İ., Akkaya, G., &Köksal, M. S. (2016). Determination of pre-service science teachers' misconceptions about mitosis and meiosis using model building approach. Ondokuz Mayıs University Journal of the Faculty of Education, 35(2), 121-135.
• Alp, G. (2019). The effect of Scratch program and web-assisted cooperative learning method on the conceptual understanding and critical thinking skills of primary school 5th grade students. Unpublished master's thesis, Uludağ University Institute of Science and Technology, Bursa.
• 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.
• Arslan, K., Boz, V., & Coştu, B.(2020). How is the support and movement system perceived and associated in students' minds? Turkish Scientific Research Journal, 5(1), 50-67. Avcı, F. (2021). Determining the cognitive structures and misconceptions of science teacher candidates regarding the concept of "energy". Adıyaman University Journal of Educational Sciences, 11(1), 9-25.
• 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.
• Bahar, M., Nartgün, Z., Durmuş, S., & Bıçak, B. (2006). Traditional and alternative assessment and evaluation teacher's handbook.Ankara: PegemA.
• Bahçeci, D., Altuk, Y.G., &Kaya, V.H. (2011) Detection and elimination of conceptual perceptions and misconceptions in science. Kırşehir: Chat Bookstore Publications.
• Balbağ, M. Z. (2018). Cognitive structures of pre-service science teachers regarding the concepts of speed and speed: Word association test (wat) application. Journal of Dicle University Ziya Gökalp Faculty of Education, (33), 38-47.
• Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58.
• Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.
• Barak, M., & Hussein-Farraj, R. (2013). Integrating model-based learning and animations for enhancing students’ understanding of proteins structure and function. Research in Science Education, 43(2), 619-636.
• 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.
• Kaplan, E.M. (2020). Secondary school students' conceptual structures about nuclear energy. Unpublished Master's Thesis, Necmettin Erbakan University, Institute of Educational Sciences. Konya.
• Karacı, A., & Güleç, M. (2019). The Impact of Online Concept Maps on Academic Achievement and Retention in Science Course, Pamukkale University Journal of Education Faculty, 46 (46), 271-289.
• Karayılan, M., Çakmak, G., &Güzel, R. (2019). The effect of the gamification activity used in the evaluation process of the reproduction, growth and development unit in plants and animals on the success of the students in the science course. Journal of Dicle University Ziya Gökalp Education Faculty, 34, 60-69.
• Kayhan, O. (2019). Determination of primary school 3rd grade students' cognitive structures related to the unit "Light and Sounds Around Us" using concept cartoons and word association test techniques. Unpublished Master's Thesis, Necmettin Erbakan University, Institute of Educational Sciences. Konya.
• Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767-2804.
• Kırıkkaya, E. B., &Şentürk, M. (2018). The effect of using augmented reality technology in the solar system and beyond unit on student academic success. Kastamonu Journal of Education, 26(1), 181-189.
• Kırındı, T., & Durmuş, G. (2019). Examining the technological pedagogical content knowledge of science teachers. Journal of Ahi Evran University Kirsehir Education Faculty, 20(3), 1340-1375.
• Koç Ünal, İ. & Şeker, R. (2020). Investigation of the effect of virtual laboratory applications on student academic achievement: electrical unit. Journal of Kirsehir Education Faculty, 21(1), 504-543.
• Koç, I., &Turan, M. (2018). Eighth grade students' conceptual understanding and misconceptions about genetics. Baskent University Journal of Education, 5(2), 107-121.
• Kurt, E.(2020). Identifying pre-service science teachers' misconceptions about cell division and heredity. Unpublished Master's Thesis, Erzincan BinaliYıldırım University, Institute of Science and Technology. Erzincan.
• Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23.
• Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.
• Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1- 12.
• Miles, B. M., & Huberman M. A. (2016). Qualitative data analysis (Tra. Ed: S. Akbaba Altun ve A. Ersoy). Ankara: Pegem Academy.
• Mor, S., & Akbaba, U. (2018). Examining the effect of computer assisted teaching method on student success in the 7th grade science and technology lesson "light" unit and determining the students' opinions about the method. Journal of the Institute of Social Sciences of Kafkas University, (21), 135-160.
• Murciano-Calles, J. (2020). Use of kahoot for assessment in chemistry education: A comparative study. Journal of Chemical Education, 97(11), 4209-4213.
• Mutch-Jones, K., Boulden, D. C., Gasca, S., Lord, T., Wiebe, E. &Reichsman, F. (2021). Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships. Educational Technology Research and Development, 1-23.
• Namdar, B., &Küçük, A. (2018). Descriptive content analysis of technology integration studies in science education: The case of Turkey. Mehmet Akif Ersoy University Journal of the Faculty of Education, (48), 355-383.
• Omurtak, E. (2019). Examining the effectiveness of augmented reality applications in biology lesson and student opinions on applications. Unpublished Master Thesis, KaramanoğluMehmetbey University, Institute of Science, Karaman.
• Özata Yücel, E., &Özkan, M. (2014). Determination of environmental perceptions of science teacher candidates through word association. E-International Journal of Educational Research, 5(4), 41-56.
• Özcan, O., &Tavukçuoğlu, E. (2018). Investigation of high school students' cognitive structures related to light by word association test. Journal of Education and Future, 13, 121-132.
• Özyurt, Ö. G., & Yalman, F. E. (2020). Determination of Cognitive Structure on Renewable Energy by Word Association Test: Mersin Province Example. Journal of İnönü University Faculty of Education, 21(3), 1320-1338.
• Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785.
• Purba, L. S. L., Sormin, E., Harefa, N., &Sumiyati, S. (2019). Effectiveness of use of online games kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57-66.
• Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019). Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis. Studies in Science Education, 55(2), 169-214.
• Şahin, D., &Yılmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education. Computers & Education, 144, 103710.
• Sarıoğlan, A. B., &Çelik, A. (2021). Determination of the effect of inquiry-based learning on the ideas of 5th grade middle school students by using word association test. Journal of Science, Education, Art and Technology (BEST Journal), 5(2), 138-159.
• Sarıoğlu, S. (2021). The effect of augmented reality education on science teachers' attitudes towards augmented reality applications. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 4 (1), 16-28.
• Sırakaya, M. (2019). Technology acceptance status of primary and secondary school teachers. Journal of İnönü University Faculty of Education, 20(2), 578-590.
• Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students’ motivation and conception of learning. Computers and Education, 110, 143–153.
• Timur, B., Çetin, N. İ., Timur, S., & Aslan, O. (2020). Examining the concepts of science teachers about the nature of science with the word association test. Gazi University Journal of Gazi Education Faculty, 40(1), 113-137.
• Timur, S., Timur, B., Arcagök, S., &Öztürk, G. (2020). Science teachers' views on web 2.0 tools. Kirsehir Education Faculty Journal, 21(1), 63-108.
• Tokcan, H., &Yiter, E. (2017). Investigation of cognitive structures of 5th grade students regarding natural disasters by word association test (KIT). Ahi Evran University Journal of Kirsehir Education Faculty (KEFAD), 18(1), 115-129.
• Tóth, Á., Lógó, P., &Lógó, E. (2019). The Effect of the Kahoot Quiz on the Student's Results in the Exam. PeriodicaPolytechnica Social and Management Sciences, 27(2), 173-179.
• Tunç, M. K., Çakmak, G., &Güzel, R. (2018). The effect of gamification activity used in science lesson on students' academic achievement. Journal of Dicle University ZiyaGökalp Faculty of Education, (34), 60-69.
• Türksever, Ö. (2021). Exploring High School Students' Cognitive Structures for Energy Concept through Word Association Test. International Education Studies, 14(9), 58-68.
• Usta, N. D., &Güntepe, E. T. (2019). The Effect of Designing Digital Game on Learning. Bingöl University Journal of Social Sciences Institute, 9(18), 1213-1232.
• Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
• Wilson, C. D., Reichsman, F., Mutch-Jones, K., Gardner, A., Marchi, L., Kowalski, S., ... & Dorsey, C. (2018). Teacher implementation and the impact of game-based science curriculum materials. Journal of Science Education and Technology, 27(4), 285-305.
• Yağbasan, R.,& Gülçicek, A. G. C. (2003). Identifying the characteristics of misconceptions in science teaching. Pamukkale University Journal of Education Faculty, 13(13), 102-120.
• Yang, Y. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365–377.
• Yapıcı, İ.Ü., & Karakoyun, F. (2017). Gamification in biology teaching: A sample of kahoot application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414.
• Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Seçkin Publishing: Ankara.
• Yıldızay, Y. (2020). Determination of students' cognitive structures for the concept of heredity by Word Association Test (WAT) and writing test. Unpublished Master's Thesis, Balikesir University Institute of Science and Technology. Balikesir.
• Yılmaz, Z.A., &Yaşar, M.D. (2019). Content Analysis of Technology Supported Instruction Studies in Science Education in Turkey. Mediterranean Journal of Educational Research, 13(30), 230-245.