Designing unit volume for teaching the concept of density

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.