Learning Physics through Project-Based Learning Game Techniques

Autor/inn/en	Baran, Medine; Maskan, Abdulkadir; Yasar, Seyma
Titel	Learning Physics through Project-Based Learning Game Techniques
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.221-234 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Physics; Active Learning; Student Projects; Science Achievement; Educational Games; Teaching Methods; Instructional Effectiveness; Achievement Tests; Questionnaires; Experimental Groups; Control Groups; Pretests Posttests; Self Evaluation (Individuals); Vocational High Schools; Quasiexperimental Design; Achievement Gains; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Physik; Aktives Lernen; Schulprojekt; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Achievement gain; Leistungssteigerung; Ausland; Statistische Analyse; Türkei
Abstract	The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N = 34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the physics teacher taught the course to the experimental group using activities involving games with the project-based learning method while processing the control group students according to traditional method. Data obtained at the end of the study were analyzed using independent, dependent groups t-test and Mann-Whitney U test, content analysis and descriptive analysis methods. At the end of the study, it was found that the mean of the concept achievement post-test scores of the students in the experimental group differ significantly. Moreover, students in the experimental group indicated that they had enjoyed the implementation of the activities. And they thought that this method should be applied in all physics classes because it had positively affected their attitudes toward the subject and were motivating. The self-assessment forms completed by the participants in the experimental group also revealed a range of opinions regarding the applications, both positive and negative. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01