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22
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20
Bu çalışmanın amacı, ilkokul dördüncü sınıf fen bilimleri dersinde uygulanan oyun temelli fen öğretimi ve öğrenme yaşantılarının akademik başarıya ve derse yönelik tutuma etkileri ile öğrenme sürecine katkılarına ilişkin öğretmen ve öğrenci görüşlerini ortaya koymaktır. Araştırma, 2016-2017 eğitim-öğretim yılında, Bilecik’te bulunan bir ilkokulda deney ve kontrol grubu olmak üzere iki sınıfla dokuz hafta boyunca yürütülmüştür. Araştırmanın yöntemi, nicel ve nitel araştırma desenlerinin birlikte kullanıldığı karma yöntemdir. Nicel veriler, “akademik başarı testi” ve “fen bilimleri dersi tutum ölçeği”nden elde edilmiştir. Nitel veri elde etmek için ise süreç boyunca öğrenciler günlük tutmuşlar, süreç boyunca ve süreç sonunda öğretmen ve öğrenciler ile görüşmeler gerçekleştirilmiştir. Araştırmanın sonuçlarına göre uygulama sonrası deney grubu ve kontrol grubu öğrencilerinin akademik başarı ve derse yönelik tutumları arasında deney grubu lehine anlamlı farklılık elde edilmiştir. Araştırmanın nitel bulgularına göre ise öğrencilerin süreçte eğlenerek, aktif, yaparak-yaşayarak öğrenmeler gerçekleştirdikleri, görev ve sorumluluk üstlendikleri, derse yönelik olumlu tutum geliştirdikleri anlaşılmaktadır. Bu sonuçlara göre oyun temelli öğretimin derslerde işe koşulmasının önemi ve gerekliliği dile getirilebilir.
The aim of this study is to reveal the teachers and students’ opinions on the contribution of the game-based science teaching and learning experiences to academic success and the attitude towards the course and the learning process. The research was conducted for nine weeks in the 2016-2017 educational year, with two classes, including a experiment and control group in a primary school located in Bilecik. The method of research is the karma method in which quantitative and qualitative research patterns are used together. Nicel data is obtained from the "academic success test" and the "square of attitude to the course of science." To obtain quality data, students kept daily throughout the process, during the process and at the end of the process, conversations with teachers and students were conducted. According to the results of the study, a significant difference has been achieved in the benefit of the experiment group between the post-application experiment group and the control group students' academic success and their attitudes towards the course. According to the quality findings of the study, it is understood that students in the process, by having fun, active, doing-life learning, taking responsibilities and developing a positive attitude towards the course. These findings can indicate the importance and necessity of playing-based teaching in the classes.
This study aims to demonstrate the effects of game-based learning, applied in elementary school fourth grade science course, on the academic achievement, attitudes towards the course, and on the learning process. The study was conducted in the 2016-2017 academic year, for nine weeks, with two classes, experimental and control groups, in an elementary school in Bilecik, Turkey. The research utilizes a mixed methodology, in which both quantitative and qualitative research designs were used together. Quantitative data were obtained using the “academic achievement test” and the “science course attitudes scale”. In order to obtain qualitative data, students kept a diary throughout the process, and interviews were held with the experimental group class teachers and students throughout the process and at the end of the process. According to the results of the study, a significant difference was found in favor of the experimental group between the students in the experimental and control groups in terms of academic achievement and attitudes towards the course, after the game-based learning activities. According to the qualitative findings of the research, it is understood that the students have achieved an effective and permanent learning, improved their thinking, enjoyed the learning process and developed a positive attitude toward the course. According to these results, it can be stated that game-based instruction should be implemented in the courses.
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