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Öğe Designing a chemistry educational game and examining reflections about it(Beijing Science Education Innovation center, 2013) Bayir E.; Deniz C.In this study, a chemistry game named "Chemistry Land-Find It" was designed. Then, a group of students' and chemistry teachers' reflections about the game were examined. It is concluded that the game may be successfully employed to stimulate learning and to facilitate learning chemistry in an enjoyable way.Öğe The effects of inquiry-based experiment-integrated science games among secondary school students(Institute of Advanced Engineering and Science, 2019) Bayir E.; Evmez S.This study aimed to investigate how inquiry-based experiment-integrated science games affect the achievement and scientific process skills of 5th grade students. The topics of “Light and Sound” and “Electricity in Our Lives” were selected for the experiment. Two groups totaling 41 students participated. The research method consisted of a quasi-experimental design utilizing an experimental and control group. While 21 students in the experimental group played inquiry-based experiment-integrated science games developed by the researchers, no educational game was included in the lessons of the control group of 20 students. “Light and Sound Achievement Test”, “Electricity Achievement Test” and “Science Process Assessment” were applied to both groups in the form of a pre-and post-test. To analyze the data, independent t-test was used. Students in the experimental group were more successful than the control group in their scores for both achievement and scientific process skills. It can be inferred from the results that students develop better achievement and scientific process skills by playing science games. It is recommended that such games should be integrated into the science classroom. © 2019 Institute of Advanced Engineering and Science. All rights reserved.Öğe Structured inquiry versus coupled inquiry for teaching the topic of mixtures(Foundation Journal of Science Education, 2014) Bayir E.; Ozyildirim H.; Celiksoz M.This study aims to compare the effects of two different types of inquiry related to the topic of mixtures on students’ scientific process skills and scientific attitudes. In this study, coupled inquiry and structured inquiry were selected as the types of inquiry and quasi-experimental design was used. The scientific attitude inventory and science process assessment were given to the participants as the pre- and post-test at the begining and end of the treatment to examine the effects of different types of inquiry on scientific attitudes and scientific process skills. Data revealed that coupled inquiry activities were significantly more effective in promoting students’ scientific attitudes than structured inquiry activities. On the other hand, results implied that the effects of the two different types of inquiry on the scientific process skills did not demonstrate a significant difference. However, both coupled and structured inquiry activities made meaningful contribution to development of scientific process skills. © 2014, Foundation Journal of Science Education. All rights reserved.
