Teaching the subject of cell and divisions with educational games in the 7th grade of secondary schools

It is known by everyone that teaching through games creates a positive situation of individuals learning environment and individuals active learning. In other words, games create an effective and continuous learning environment for individuals in the younger age group such as primary and secondary schools. In this study it is aimed that to determine the effects of "Science Circle" educational game which is designed for the acquisitions of secondary school 7th grade "Cell and Divisions" unit topics and concepts on the academic success and motivation of students. Semi _experimental figures with pretest and post test control groups from quantitive research methods were used in the study. This study was carried out with 38 students studying at a secondary school in Suluova. In this research 2020-2021 academic year autumn period 7th grade "Cell and Divisions" subject in the science curriculum was chosen and it was carried out totally within five weeks, four lessons per week for four weeks and pretests and post tests application. The teaching of the subject "Cell and Divisions" was handled with educational games, in the class chosen as the experimental group and the teaching of the subject of "Cell and Divisions" was handled with according to the plan in the curriculum in the control group. The research data was obtained by using the "academic achievement test" prepared for the subject of "Cell and Divisions". The analysis of the obtained information was provided with SPSS program. One way t test and independent sample + test were applied in order to determine the level of differentiation of the research groups average scores from the pre test and post test. According to the application results, in the control group studied with the current curriculum and in the experimental group in which the developed game was used it was observed that the academic success of the students increased and there was no significant difference between two groups. From this point of view they were stated that the developed game is suitable for using in science lessons, games should be used for both teaching and evaluation purposes and games provide learning by doing and experiencing and besides these findings it was found appropriate to implement the current curriculum considering the student differences and the environment and it was suggessted that teachers can work whatever they want from both methods according to the situation of the students.