Keywords
unit volume
gamification
conceptual understanding
mass
volume
How to Cite
Abstract
This study introduces an original instructional approach that combines game-based learning with 3D-printed “unit volume” models to support students’ conceptual understanding of density. Unlike traditional methods, this approach uses physical models that allow learners to directly investigate the relationship between mass and volume. The effectiveness of this method was examined using a pretest-posttest experimental design with a single group of middle school students. The sample in the study consisted of 13 sixth-grade students studying at a state school in Muş province in Turkey. An open-ended density concept test was preferred as the data collection tool. A rubric was developed in the analysis of qualitative data and rubric categories were scored in order to convert qualitative data into quantitative data. The quantitative data were analysed using the SPSS statistical analysis software and the t-test of dependent samples. Data analysis revealed that the integration of gamified instruction with 3D visual tools, using structured predict-observe-explain tasks, promoted student engagement and critical thinking. Gamified density instruction using 3D materials positively affected students’ conceptual understanding levels and a statistically significant difference was observed in favour of the post-test scores (t=3.627; p=.003). By linking hands-on materials with scientific reasoning, the design addresses common misconceptions and encourages proportional reasoning. This innovation offers a meaningful contribution to technology-integrated science learning and curriculum development, particularly in making abstract concepts more accessible at the middle school level. To enhance students’ proportional reasoning about density, it is recommended that they have prior knowledge of mass and volume before using this game-based, 3D-model instructional approach.
References
[1] K. Pine, D. Messer, and K. John, “Children’s misconceptions in primary science: A survey of teachers’ views,” Res. Sci. Technol. Educ., vol. 19, no. 1, pp. 79–96, 2001. (in English).
[2] C. Gürpınar, “The effect of educational game-supported teaching practices on learning outcomes in science education,” M.S. thesis, Kırıkkale Univ., Kırıkkale, Turkey, 2017. (in English).
[3] S. Kılınç, Determination of pre-service science teachers’ misconceptions about density through a four-tier diagnostic test, M.S. thesis, Necmettin Erbakan Univ., Konya, Turkey, 2017. (in Turkish).
[4] A. S. Kohn, “Preschoolers’ reasoning about density: Will it float?” Child Develop., vol. 64, no. 6, pp. 1637–1650, 1993. (in English).
[5] L. E. Roach, “Exploring students’ conceptions of density,” J. Coll. Sci. Teach., vol. 30, no. 6, pp. 386–389, 2001. (in English).
[6] E. Soyyiğit, “Middle school students’ misconceptions about floating and sinking,” M.S. thesis, Gazi Univ., Ankara, Turkey, 2019. (in English).
[7] M. A. Küçükaydın, “A systematic review of research on concept teaching in science education,” Ege J. Educ., vol. 21, no. 2, Art. no. 2, 2020. (in Turkish). doi: 10.12984/egeefd.746326.
[8] S. Aydoğan, B. Güneş, and Ç. Gülçiçek, “Misconceptions about heat and temperature,” Gazi Univ. J. Gazi Educ. Faculty, vol. 23, no. 2, pp. 111–124, 2003. (in Turkish).
[9] Ç. Gülçiçek and B. Güneş, “Concretization of concepts in science teaching: Modeling strategy, computer simulations, and analogies,” Educ. Sci., vol. 29, no. 134, pp. 36–48, 2004. (in Turkish).
[10] V. V. Oliinyk, O. M. Samoylenko, I. V. Batsurovska, N. A. Dotsenko, O. A. Horbenko, and N. I. Kim, ‘‘STEM education in the training system of future engineers in an informational and educational environment,’’ Inf. Technol. Learn. Tools, vol. 80, no. 6, pp. 127–139, 2020. doi: 10.33407/itlt.v80i6.3635. (in Ukrainian).
[11] A. Kocakülah and M. S. Kocakülah, ‘‘Evaluation of an instructional process using computer simulations and experiments,’’ in Proc. 6th Int. Educ. Technol. Conf., Famagusta, North Cyprus, Apr. 19-21, 2006, vol. 2, pp. 1149–1159. (in Turkish).
[12] F. A. Pacala, ‘‘Using 5E instructional model with ICT support in teaching lower secondary students on the topic of light reflection,’’ Inf. Technol. Learn. Tools, vol. 102, no. 4, pp. 51-64, 2024. doi: 10.33407/itlt.v102i4.5742. (in English).
[13] H. Yolcu, S. Karamustafaoğlu, and O. Karamustafaoğlu, “Designing guide material based on concept teaching methods in science education: Force and motion,” Turk. J. Primary Educ., vol. 6, no. 2, Art. no. 2, 2021. doi: 10.52797/tujped.976198. (in Turkish).
[14] N. M. Güneş, “The effect of using 3D visual materials in primary science and technology classes on achievement, concept learning, and attitude,” M.S. thesis, Marmara Univ., Istanbul, Turkey, 2013. (in English).
[15] B. Timur, S. Timur, M. Özdemir, and C. Şen, “Challenges encountered in the teaching of units in the primary science course curriculum: Solutions and recommendations,” Theory Pract. Educ., vol. 12, no. 2, Art. no. 2, 2016. (in Turkish).
[16] E. Doğan Akdeniz, B. Kartal, and A. Aydın, “The effect of mathematics-supported teaching of the density topic on students’ achievement and attitudes toward science and mathematics,” Trakya J. Educ., vol. 11, no. 3, pp. 1130–1147, 2021. (in Turkish).
[17] N. Zan Yörük, “A developmental study related to the understanding of chemistry concepts such as mixture, change of state, density, physical–chemical change, and pressure (ages 11–14),” M.S. thesis, Hacettepe Univ., Ankara, Turkey, 2003. (in English).
[18] İ. Gedik, “The effect of inquiry-based learning approach on sixth-grade students’ conceptual change and retention regarding the concept of density,” M.S. thesis, Balıkesir Univ., Balıkesir, Turkey, 2019. (in English).
[19] N. Fidan, Learning and Teaching at School, 3rd ed. Ankara, Turkey: Pegem Akademi, 1986. (in Turkish).
[20] E. Koç Avşar and İ. İsabetli, “Gamification in education,” J. Econ., Social Political Anal., vol. 1, no. 9, pp. 20–33, 2017. (in Turkish).
[21] Ş. Büyüköztürk, E. Kılıç-Çakmak, Ö. Akgün, Ş. Karadeniz, and F. Demirel, Scientific Research Methods, 32nd ed. Ankara, Turkey: Pegem Akademi, 2008. (in Turkish).
[22] S. Birişçi and H. Karal, “The effect of collaborative design of materials in computer-supported environments on pre-service teachers’ creative thinking skills,” Ahi Evran Univ. Kırşehir Faculty Educ. J., vol. 12, no. 2, pp. 203–219, 2011. (in Turkish).
[23] B. Kuralay, “The effect of online workshops associated with exhibits at science centers on middle school students’ conceptual understanding of the topic of density,” M.S. thesis, Uludağ Univ., Bursa, Turkey, 2022. (in English).
[24] Republic of Turkey Ministry of National Education (MoNE), Science Curriculum (Grades 3–8). Ankara, Turkey: Ministry of National Education, 2018. (in Turkish).
[25] F. Dalmışlı, “Material development in music education,” M.S. thesis, Pamukkale Univ., Denizli, Turkey, 2013. (in English).
[26] S. Güven, “Evaluation of the course ‘instructional technologies and material development’ in terms of acquired competencies: A case study at İnönü University,” Turk. J. Educ. Sci., vol. 4, no. 2, pp. 165–179, 2006. (in Turkish).
[27] G. Uyanık, “The effect of the Prediction–Observation–Explanation method on academic achievement and retention in science education,” J. Int. Social Sci. Educ., vol. 3, no. 1, pp. 1–13, 2017. (in Turkish).
[28] S. Köse, A. Coştu, and H. Keser, “Identifying misconceptions in science topics: The POE method and sample activities,” Pamukkale Univ. J. Educ., vol. 13, no. 13, pp. 43–53, 2003. (in Turkish).
[29] A. Mayers, Introduction to Statistics and SPSS in Psychology. Pearson, 2013. (in English).
[30] B. C. Cronk, How to Use SPSS: A Step-by-Step Guide to Analysis and Interpretation. Routledge, 2019. (in English).
[31] N. M. Razali and Y. B. Wah, “Power comparisons of Shapiro-Wilk, Kolmogorov–Smirnov, Lilliefors and Anderson–Darling tests,” J. Stat. Model. Anal., vol. 2, pp. 21–33, 2011. (in English).
[32] B. G. Tabachnick, L. S. Fidell, and J. B. Ullman, Using Multivariate Statistics, 6th ed. Pearson, 2013. (in English).
[33] J. R. Landis and G. G. Koch, “The measurement of observer agreement for categorical data,” Biometrics, vol. 33, no. 1, pp. 159–174, 1977. (in English).
[34] A. Kirman Bilgin and N. Yiğit, “Examining the effect of instructional materials designed according to the REACT strategy on students’ ability to relate contexts to the concept of density,” Uludağ Univ. J. Educ., vol. 30, no. 2, pp. 495–519, 2017. (in Turkish).
[35] P. E. Harrell and K. Subramaniam, “Teachers need to be smarter than a 5th grader: What elementary pre-service teachers know about density,” Electron. J. Sci. Educ., vol. 18, no. 6, pp. 1–23, 2014. (in English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2025 Alper Kaya, M. Sabri Kocakülah