The effect of game-based learning on entrepreneurship and academic achievement in science teaching

In today's world, science and technology are advancing rapidly. The vision of science education programs is changing in order to catch up with the developments in the age of information and technology. Science curriculum was updated with the addition of mathematics, technology and engineering fields, and it was rearranged to provide individuals with 21st century skills. In this study, the effect of game-based learning in science teaching on entrepreneurship and academic success was examined. A quasi-experimental design based on pre-test and post-test was used in the research. The sample of the research consists of 7th grade students of a secondary school in Adana. An application process lasting 5 weeks was planned with 46 students (23 experimental and 23 control groups). While the game-based lessons were taught in the experimental group, the lessons were taught with the traditional method in accordance with the current lesson outcomes in the control group. Data were collected with the academic achievement test and the Entrepreneurial Skills Scale. As a result of the analysis, descriptive statistics, Shapiro Wilk and Mann-Whitney U results were found with SPSS program. As a result of this study, it was concluded that the game-based learning approach made a significant difference in the academic achievement of the students and this difference was in favor of the experimental group. It is stated with the findings that the game-based learning approach does not make a statistical difference and has no effect on entrepreneurial skills. Keywords: Game-based learning, Entrepreneurial Skills