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ORGCHEMGAME

Assoc. Prof. Dr. Dilek ÇELİKLER, Ondokuz Mayıs University, [e-mail]

Dr. Sibel DEMİR KAÇAN, Ondokuz Mayıs University, [e-mail]

Res. Assist. NİSA YENİKALAYCI, Ondokuz Mayıs University, [e-mail]
ABSTRACT

By participating to teaching-learning process educational games can be used as effective pedagogic mean in transfering of knowledge. At this point there are some games projected with Chemistry subjects. With this research it was aimed to develop a game that can be played in Organic Chemistry lessons intended for teaching names of organic compounds in ring and aromatic structure that are widely used. Within this context developed game was played by 20 sudents educating at level of bachelor degree and their opinions about game were taken with a form prepared by researchers. In the content of this form questions such as dimension, colours, drawings of balls and cubes used in the game as well as readability of writings etc., were taken place. As a result of research when feedbacks of students were examined, it was obtained that the dimensions and colours of balls and cubes used in the game are suitable at the same time the drawings / writings are readable. The game named OrgChemGame that was put into final form with opinions of students, can be played with at least 3 people as one of them is arbiter. In the content of game there are 48 pieces of polystyrene balls with 3 cm diameter in which formulas of obtained organic compounds are drawn. Apart from this, there are 16 pieces of cubes with 2.5 cm side length in which numbers, punctuation marks, Latin appendices and alkali groups are written in forming of names of compounds and a control list in which there are the names of compounds. In the beginning one student chooses one of the balls in the bag in which organic compounds are written. Then he tries to form the name of organic compound that its structural formula is on the ball by using the cubes in the game set. He puts the cubes in order side by side in the same direction for the others to read created compound name. Later the arbiter evaluates the given answers according to control list and determines the winner.

Keywords: OrgChemGame, educational game, organic chemistry

DEVELOPMENT OF SCIENCE CARICATURE: SOIL FOR LIFE

Assoc. Prof. Dr. Dilek ÇELİKLER, Ondokuz Mayıs University, [e-mail]

Dr. Zeynep AKSAN, [e-mail]

Res. Assist. NİSA YENİKALAYCI, Ondokuz Mayıs University, [e-mail]
ABSTRACT

It is essential to provide continuity of productivity and protection of soil since it is a habitat for living things that provide continuity of vitality. It is also necessary to be aware of the importance of soil for sustainable life and have knowledge about this subject. In this scope in this research it was aimed to develop science caricatures to form soil consciousness in secondary school students as well as use them in education. In the research science caricatures regarding the characteristics of soil, the importance of soil for living things, creatures living on and under soil, misusage of soil, soil pollution, erosion, the reasons and results of erosion and protection of soil, were formed to inform students in things to protect soil and create awareness towards soil. In preperation stage of science caricatures science caricatures were designed after obtaining which parts of subject is available for drawing. Designed caricatures were put into final form by being drawn by a caricaturist. It is thought that using science caricatures in education will make learning entertaining, easy and permanent by attracting attention of students as well as will be effective in forming soil consciousness.

Keywords: soil, soil consciousness, science caricature, secondary school studeny, science education

THE EFFECT OF OUTDOOR LEARNING SUPPORTED STEM ACTIVITIES ON STUDENTS’ ACADEMIC ACHIEVEMENT^

Büşra Tuğçe KAYABAŞ, Muğla Sıtkı Koçman University, [e-mail]

Assos. Prof. Dr. Güliz AYDIN, Muğla Sıtkı Koçman University, [e-mail]

ABSTRACT

In this research, the effect of outdoor learning supported STEM activities on the academic achievement of "Pure Substances and Mixtures" unit of the seventh grade students was examined. Pre-test and post-test control group semi-experimental model was used in the study. The study was conducted with a total of 42 (20 in the experimental group and 22 in the control group) students in a secondary school in the Muğla city center in the 2017-2018 academic year. "Pure Substance and Mixture Academic Achievement Test" has been developed to apply to students before and after outdoor learning supported STEM activities. This test consists of 20 multiple choice questions on "Mixtures", "Separation of Mixtures", "Domestic Wastes and Recycling" in the 2017 National Science Curriculum. There was no significant difference between pre-test academic achievement scores of students in experimental and control groups. The students in the experimental group went to Ortaca Kar Recycling Facility and Köyceğiz Waste Water Treatment Plant within the scope of outdoor learning. Students have observed on processess of domestic wastes, treatment of waste waters. Than students in the experimental group performed "Wastewater Treatment", "Let’s Make Waste Compactor" and "Let’s Make Waste Mixer" STEM activities with five groups consist of four students. The students in the control group performed the activities in the seventh grade science course textbook in four groups of 4 persons and two groups of 3 persons. The answers to the four questions of the academic achievement test questions applied as pre-test and post-test are given; were analyzed in the SPSS.21 statistical software by giving one point to the correct option and zero to the false options. Tests were performed with normality test; p> 0.05, normal distribution of the data was observed and t test analysis was performed for independent groups. In the study, there was a significant difference in favor of the experimental group among the post test achievements of the experimental and control group students. It can be said that the STEM activities have a positive effect on the academic achievement of the students on "Pure Substances and Mixtures". In the light of this results, before STEM activities are implemented, students may be asked what materials they want to use. It may also suggest for students to be provided with information on materials (such as how to start the engine) that will be used in STEM events.

Keywords: Outdoor Learning, STEM activities, Science education