Research article | Open Access
International Journal of Life Science and Social Studies Education 2024, Vol. 2(1) 122-156
Teachers’ Views on the Use of Games in Life Science Courses: A Qualitative Study
pp. 122 - 156 | DOI: https://doi.org/10.29329/ijlssse.2024.1081.05
Publish Date: December 31, 2024 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This study aims to examine primary school teachers’ views on the use of games in life science courses, their purposes for incorporating games, the limitations they encounter, and their suggestions. The research used qualitative methods, specifically phenomenology and case study approaches. The study group consisted of 34 primary school teachers working in the city center of Kayseri, Türkiye. Data were collected through semi-structured interview forms and analyzed using content analysis via the MAXQDA 24 software. Teachers provided examples of games they used, such as introduction games, word games, drama activities, wheel of fortune, and matching games. They stated that their purposes for using games included supporting permanent learning, making courses more enjoyable, increasing student motivation, and connecting content to daily life. The findings indicated that games make learning more enjoyable and facilitate teaching for teachers and students. The main reasons cited for not using games included the density of the curriculum, overcrowded classrooms, challenges in classroom management, limited course time, and students’ difficulties in following game rules. The study suggests that games aligned with the life science curriculum, textbooks, learning outcomes, and grade levels could be developed to guide teachers effectively.
Keywords: Primary school, life science, game, qualitative research
APA 7th edition
Turan, B.N. (2024). Teachers’ Views on the Use of Games in Life Science Courses: A Qualitative Study. International Journal of Life Science and Social Studies Education, 2(1), 122-156. https://doi.org/10.29329/ijlssse.2024.1081.05
Harvard
Turan, B. (2024). Teachers’ Views on the Use of Games in Life Science Courses: A Qualitative Study. International Journal of Life Science and Social Studies Education, 2(1), pp. 122-156.
Chicago 16th edition
Turan, Busra Nur (2024). "Teachers’ Views on the Use of Games in Life Science Courses: A Qualitative Study". International Journal of Life Science and Social Studies Education 2 (1):122-156. https://doi.org/10.29329/ijlssse.2024.1081.05
Akınoğlu, O. (2005). Hayat bilgisi öğretimi [Life science teaching]. In C. Öztürk & D. Dilek (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi [Life science and social studies teaching] (pp. 1-15). Pegem.
Amory, A., & Seagram, R. (2003). Educational game models: Conceptualization and evaluation. South African Journal of Higher Education, 17(2), 206–217.
Aykaç, N. (2011). Hayat bilgisi dersi öğretim programında kullanılan yöntem ve tekniklerin öğretmen görüşlerine göre değerlendirilmesi: Sinop ili örneği [Evaluation of the methods and technıiques used in knowledge of life course teaching pro (Sinop case study) gram according to teacher opinions]. Kastamonu Education Journal, 19(1), 113-126.
Aytaş, G., & Uysal, B. (2014). 7. sınıf öğrencilerinde yaratıcı drama algısının akademik başarıya etkisi [The effect of creative drama perceptions on academic achievement of 7th grade students]. Journal of Language and Literature Education, 2(10), 68-99.
Cesur, F. (2020). İlkokul birinci sınıf hayat bilgisi dersinde oyun tabanlı öğretimle öğrencilerin güvenlik kurallarına uyma becerilerinin geliştirilmesi [Improving of elementary school first class students’ skills to comply with safety rules with game-based learning in life science course]. (Publication No. 620330) [Master thesis, Yozgat Bozok University]. National Thesis Center.
Christakis, D. A., Ebel, B. E., Rivara, F. P., & Zimmerman, F. J. (2004). Television, video, and computer game usage in children under 11. The Journal of Pediatrics, 145(5), 652–656.
Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods: Qualitative research and research design according to five approaches]. (M. Bütün & S. B. Demir, Trans.). Siyasal.
Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [The effect of educational computer games on students’ attitudes towards mathematics course and educational computer games]. Mersin Unıversity Journal of the Faculty of Education, 4(2), 115-127.
Çelik, Ö. (2020). Kuramdan uygulamaya hayat bilgisi öğretimi [Life science teaching from theory to practice]. In V. Aktepe & M. Gündüz (Ed.), Hayat bilgisi dersinin amacı, kapsamı ve içeriği [The aim, scope and content of the life science course] (pp. 1-20). Pegem.
Demir, E. N. (2024). Hayat bilgisi dersinde öz-kontrol becerileri temelli oyun etkinliklerinin ilkokul 3. sınıf öğrencilerinin öz-kontrol ve bilinçli farkındalık becerilerine etkisinin incelenmesi [Investigating the effect of self-control skills-based game activities on the self-control and mindfulness skills of 3rd grade primary school students in life science course]. [Unpublished master thesis]. Marmara University.
Drisko, J. W., & Maschi, T. (2016). Content analysis: Pocket guides to social work research methods. Oxford University.
Eberle, S. G. (2014). The elements of play: Toward a philosophy and a definition of play. American Journal of Play, 6(2), 214-233.
Esener, P. (2021). İlkokul üçüncü sınıf hayat bilgisi dersinde kavram öğretiminin etkinliklerle desteklenmesi [Supporting concept teaching with activities in the 3rdgrade life studies course]. (Publication No. 688887) [Master thesis, Nevşehir Hacı Bektaş Veli University]. National Thesis Center.
Erbil, B. A., & Doğan, B. (2019). İlkokul hayat bilgisi dersi öğretim programı için öğretmenlerin görüşlerine göre ortaya çıkan ihtiyaçlar [According to the teachers’ opinions about needs for primary life studies curriculum]. The Journal of Education, Theory and Practical Research, 5(1), 14-26.
Gazioğlu, K. (2023). Hayat bilgisi dersinde eğitsel dijital oyun kullanımının öğrencilerin akademik başarılarına etkisi [The effect of the use of educational digital games in the life studies course on the academic achievement of the students]. (Publication No. 824284) [Master thesis, Afyon Kocatepe University]. National Thesis Center.
Gordon, G. (2009). What is play? In search of a universal definition. Play and Culture Studies, 8, 1-21.
Gündoğan, A. (2020). İlkokul öğrencilerinin gözünden hayat bilgisi dersi [Life sciences course from primary school students perspective]. Anadolu Journal of Educational Sciences International, 10(1), 31-53.
Güven, M. M. (2010). Türkiye’de ilkokul hayat bilgisi dersi öğretim programı değişiklikler, düzenlemeler, güncellenmeler [Elementary education social studies curriculum in Turkey modifications, corrections, updating]. (Publication No. 278632) [Master thesis, Selçuk University]. National Thesis Center.
Hadfield, J. (1990). A collection of games and activities for low to mid-intermediate students of English. Thomas Nelson & Sons Ltd.
Hanbaba, L. (2011). Oyunla öğretim yönteminin ilköğretim 3. sınıf öğrencilerinin hayat bilgisi dersi başarısı ve tutumuna etkisi [The effect of game method into the success and attitudes in teaching of social studies course elementary third grade]. (Publication No. 328033) [Master thesis, Sakarya University]. National Thesis Center.
Hanbaba, L., & Bektaş, M. (2011). Oyunla öğretim yönteminin hayat bilgisi dersi başarısı ve tutumuna etkisi [The effects of the teaching by games method on achievement and attitudes in the social studies course]. Abant İzzet Baysal University Journal of Faculty of Education, 11(2), 115-126.
Kaynar, B. (2020). Eğitsel ve dijital oyun tabanlı etkinliklerin hayat bilgisi dersindeki akademik başarı, tutum ve kalıcılığa etkisi [The effects of educational and digital game-based activities on academic achievement, manner and permanence in the life studies course]. (Publication No. 653030) [Master thesis, Atatürk University]. National Thesis Center.
Ketterlinus, L. (2017). Using games in teaching foreign languages. United States Military Academy.
Korucu, S., & Kurtlu, Y. (2016). Türkçe öğretmenlerinin Türkçe derslerinde eğitsel materyal olarak oyun ve oyuncak kullanımına yönelik görüş ve önerileri [Opinions and recommendations of Turkish teachers regarding the use of games and toys in Turkish courses as educational materials]. Electronic Turkish Studies, 11(9), 539-558.
Köken, N. (2003). Çocuk ve hayat bilgisi [Child and knowledge of life]. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 4(1), 15-27.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139, 1-34.
McCracken, G. (1988). The long interview. Sage.
Merriam-Webster. (2017). Game. Merriam-Webster Dictionary. Retrieved February 19, 2024, from https://www.merriam-webster.com/dictionary/game
Michael, D., & Chen, S. (2006). Serious games: Games that educate, train, and inform. Thomson Course Technology PTR.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Moustakas, C. (1994). Phenomenological research methods. Sage.
Ogelman, H. G., Erdentuğ, F. G., Aytaç, P., Akdeniz, Ö., Güner, M., & Ese, V. (2016). Türkiye ve Kuzey Kıbrıs’ta yaşayan okul öncesi dönem çocuklarının oyun davranışları [The play behaviours of 5-6 years old children attending to early childhood education programs in Turkey and Turkish republic of northern cyprus (TRNC)]. Balıkesir University the Journal of Social Sciences Institute, 19(36), 259-271.
Pehlivan, H. (1997). Örnek olay ve oyun yoluyla öğretimin sosyal bilgiler dersinde öğrenme düzeyine etkisi [The effect of teaching through case study and game on learning level in social studies course]. [Unpublished doctoral dissertation]. Hacettepe University.
Piaget, J. (1999). Çocukta zihinsel gelişim [Cognitive development in children]. (H. Portakal, Trans. Ed.). Cem Psikoloji.
Samancı, H., & Çetintaş, H. B. (2018). Dünyada ve Türkiye’de oyuncak kütüphaneleri: Alipaşa ve Bergama oyuncak kütüphaneleri örneği [Toy libraries in the world and Turkey: Samples of Alipaşa and Bergama toy libraries]. Information World, 19(2), 145-166.
Sel, R. (2000). Okul öncesi çocuklarına oyunlar ve rondlar [Games and ronds for preschool children]. Ya-Pa.
Senemoğlu, N. (2018). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice] (25th ed.). Anı.
Tay, B. (2017). Hayat bilgisi: Hayatın bilgisi [Life science: Knowledge of life]. In B. Tay (Ed.), Etkinlik örnekleriyle hayat bilgisi öğretimi [Teaching life sciences with activity examples] (pp. 1-43). Pegem.
Ütkür, N. (2016). Öğretmenlerin kullandıkları yöntem ve teknik farklılıkları: Hayat bilgisi dersi örneği [Differences in the methods and techniques used by teachers: Life science course example]. Abant İzzet Baysal University Journal of Faculty of Education, 16(USBES Special Issue II), 1631–1651.
Winnicott, D. W. (2013). Oyun ve gerçeklik [Game and reality]. (T. Birkan, Trans.). Metis.
Yeşilyurt, E. (2007). Öğretim araç-gereçleri kullanımına etki eden faktörler [Factors that have influence on the utilızation of nstructıional tools and materials]. E-Journal of New World Sciences Academy (NWSA) Social Sciences, 2(4), 300-312.
Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma [Qualitative research in social sciences] (6th ed.). Seçkin.
Yüksel, H. (2019). Türkçe dersinde kullanılan eğitsel dijital oyunların ders başarısı ve motivasyona etkisi [The effect of educational digital games used in Turkish course on course success and motivation]. (Publication No. 581684) [Master thesis, Zonguldak Bülent Ecevit University]. National Thesis Center.
Zengin, M. (2019). İngilizce kelime öğretiminde eğitsel bilgisayar oyunları kullanımının öğrencilerin başarı ve tutumlarına etkisi [The effect of use of educational computer games on the success and attitudes of students in teaching English vocabulary]. (Publication No. 548752) [Master thesis, Uludağ University]. National Thesis Center.
