Teaching the elements of the nature of science through games to secondary school students

The aim of this study is to examine the effect of game-based instruction in secondary school students' science lessons on students' understanding of the nature of science. The study was carried out with 85 students in a village school in Sındırgı district of Balıkesir province in the spring term of the 2021-2022 academic year. This study was carried out as a single group pre-test and post-test weak experimental design. First of all, the subject gains are given with the activities in which the constructivist approach is used together from the textbook of the Ministry of National Education. Then, 10 games containing the same achievements were designed in accordance with the student level and game-based teaching was carried out with the students. The games were examined by experts and their opinions were taken. Application 4 lesson hours for 5th graders, 4 lessons for 6th graders, 7. 8 lesson hours for grades and 4 lesson hours for 8th graders. Elements used in the study; It is the mutable element of scientific knowledge, the experimental element, the element of subjectivity, the element of creativity and imagination, the socio-cultural element, the observation and inference element. Before and after the application, the Nature of Science Views Questionnaire (BDGA), Semi-Structured Interviews (YYG) and open-ended evaluation questions were applied. The data obtained as a result of the applications were divided into adequate opinion, variable opinion and weak opinion. In addition, the nature of science opinions questionnaire was supported by the results obtained from semi-structured interviews and evaluation questions. According to the findings obtained from the pre-test and post-tests of the students, it can be said that the nature of science can be changed, and that teaching with a game-based approach is effective in experimentation, subjectivity, imagination and creativity, and socio-cultural elements. It has been concluded that the effect of the inference factor in the teaching is weak and there is little difference between the teachings. It has been seen that the game-based approach has a positive effect on the teaching of the elements of the nature of science.