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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Science Learning
Eylem Bayir
Trakya University
Education

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The effects of inquiry-based experiment-integrated science games among secondary school students Eylem Bayir; Sefanur Evmez
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (611.185 KB) | DOI: 10.11591/ijere.v8i3.20244

Abstract

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.
An Investigation into Changes in The Situation of Science Teachers Who Attend Out-of-School Learning Activities Hasan Özyıldırım; Ebru Durel; Eylem Bayır
Journal of Science Learning Vol 6, No 3 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i3.57755

Abstract

This study aims to investigate the situation of science teachers regarding out-of-school learning activities and to investigate how their participation in out-of-school learning activities as an observer within the scope of science courses creates a change in the situation of teachers. A case study was used in this study. Twenty-one science teachers in the study group participated as observers in the activities carried out with the seventh-grade students for seven different out-of-school learning areas. Pre- and post-interview forms were given to the study group. The findings demonstrate that a significant number of science teachers did not receive training for such practices before participating in the activities. They were aware of the benefits and importance of out-of-school activities but did not feel sufficient in learning practices. Another result of this study is that there are positive developments in the situation of teachers by showing a significant reduction in anxiety about aspects such as determining out-of-school learning environments according to the subject and performing out-of-school activities. In addition, this study reveals that teachers ’ observation experience makes them aware of different aspects of out-of-school learning.
Co-Authors Ebru Durel Hasan Özyıldırım Sefanur Evmez