Investigation of the effect of traditional game use (Karagöz-Hacivat) in force energy unit on the student's academic success and creative thinking skills

The aim of this study is to examine the effect of teaching the 7th grade science course "Force-Energy" unit with lesson plans enriched with Karagöz-Hacivat activities on students' academic achievement and creative thinking skills. In this context, the experimental group was taught the Force-Energy unit supported by Karagöz-Hacivat activities, while the control group was taught with activities in accordance with the curriculum. Lesson plans suitable for the 5E model were prepared and applied to both groups. The application was completed for both groups in 5 weeks for a total of 20 lesson hours. The study group consisted of 26 students in the experimental group and 27 students in the control group, a total of 53 7th grade students studying in a public school in the city center of Bursa in the 2023-2024 academic year. While forming the study group, the easily accessible case sampling method was preferred. "Force and Energy Achievement Test" and "Creativity (How Creative Are You?) Scale" were used as data collection tools. Dependent t-test and independent t-test from parametric analysis methods were used for the necessary statistical solutions of the normally distributed data. As a result of the research, it was found that there was no statistically significant difference between the pre-test and post-test scores of the control group students in favor of the post-test, while there was a statistically significant difference between the pre-test and post-test scores of the experimental group students in favor of the post-test. Again, there was a statistically significant difference between the force and energy achievement posttest scores of the experimental and control groups in favor of the experimental group. In the study, there was no statistically significant difference between the pre-test and post-test scores of the creativity scale of both experimental and control group students. However, it was determined that there was no statistically significant difference between the creativity scale post-test scores of the experimental and control groups. According to the data obtained as a result of the research, it is evaluated that science lessons enriched with Karagöz-Hacivat activities on the basis of 5E can be effective in increasing students' achievement towards the Force-Energy Achievement Test. However, it can be said that science lessons enriched with Karagöz-Hacivat activities on the basis of 5E were not significantly effective in increasing students' creativity.