Examining Game Designs Compatible with the Planning, Implementation, Evaluation Model in the Context of Science Education

This study aims to examine the general features, quality, PIE (Planning, Implementation, Evaluation) model compliance, and environmental literacy of games created by pre-service science teachers using the PIE methodology. The research participants were pre-service science teachers who were enrolled in the elective course “Science, Sustainability and Environment (SSE)” as third-grade undergraduate students. The pre-service teachers were instructed to create a game using the PIE model while taking into account the environmental learning outcomes listed in the Ministry of National Education’s (MoNE) 2018 Science Curriculum. Three researchers assessed each of 13 designs independently, and reliability was determined using Miles and Huberman's formula (1994). The study's findings showed that the majority of the games were card games, and they were authentic. It was determined that the games met the PIE model's requirements for quality and compatibility. It was also established that the pre-service teachers primarily incorporated environmental awareness and subsequently knowledge in their games as part of the environmental literacy components.