The effects of inquiry-based experiment-integrated science games among secondary school students

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dc.authorscopusid55212038000
dc.authorscopusid57211555758
dc.contributor.authorBayir E.
dc.contributor.authorEvmez S.
dc.date.accessioned2024-06-12T10:25:34Z
dc.date.available2024-06-12T10:25:34Z
dc.date.issued2019
dc.description.abstractThis 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.en_US
dc.description.sponsorshipTrakya Üniversitesi: 2017/63en_US
dc.description.sponsorshipWe would like to express our gratitude for the support of the Scientific Research Projects Coordination Unit, Trakya University, Turkey (Project No. 2017/63). Mr. Graham H. Lee is also thanked for checking the English of the manuscript.en_US
dc.identifier.doi10.11591/ijere.v8i3.20244
dc.identifier.endpage439en_US
dc.identifier.issn2252-8822
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85074434438en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage434en_US
dc.identifier.urihttps://doi.org/10.11591/ijere.v8i3.20244
dc.identifier.urihttps://hdl.handle.net/20.500.14551/16393
dc.identifier.volume8en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherInstitute of Advanced Engineering and Scienceen_US
dc.relation.ispartofInternational Journal of Evaluation and Research in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEducational Games; Electricity; Light And Sound; Scientific Process Skills; Student Achievementen_US
dc.titleThe effects of inquiry-based experiment-integrated science games among secondary school studentsen_US
dc.typeArticleen_US

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