The aim of this study is to determine whether there is a difference between the students in the experimental group in which the instruction is supported by educational games and thecontrol group students in accordance with the current program the academic achievement and persistence of knowledge in Science lesson in the in “Effects of Force” unit. The sample of the research consists of 41 students studying in two branches of the 4th grade. . The study used quasi- experimental desing with pre-post . In the study, one experimental group (DG, N = 20) and one control group (KG, N = 21) were determined. In this unit, teaching was carried out in the experimental group by the teaching method supported by educational games and in the control group according to the current science curriculum of the Ministry of Education. As data collection tools ; academic achievement test were used before and after the application.Collecting data tools were applied as a pre-test to determine whether there was a difference between groups which were formed before implementation.After implementation they were applied as a post-test for the purpose of determining whether there became a difference according to the methods implemented.In the analysis of data obtained from study, parametric tests (t-test) were used. As a result, the differences between the academic achievements of the groups and the persistence of the information at the end of the teaching process were statistically significant in favor of the experimental group in which the teaching method supported by educational games was applied.
Educational Games, Science Education, Game-Based Learning