INVESTIGATION OF PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS MIND GAMES AND UTILIZATION OF MIND GAMES IN TEACHING PROCESSES
Project no. 23841 · Status: Kapanmış · 2022
Summary
<p>21st century skills are skills that require individuals in the information age to have various qualities and to constantly develop these qualities. These skills include communication, critical thinking, creative thinking, problem solving, decision making, collaboration, media and technology literacy, etc. are considered. In the 21st century, educational games are one of the powerful tools that positively affect the educational processes and facilitate learning in order for children to have the qualifications required by the age. Intelligence games are entertaining, instructive and remarkable games that aim to improve the mental, affective and psychomotor skills of children in the category of educational games. With the use of intelligence games in teaching processes, individuals with 21st century skills can be raised by supporting more than one development area of individuals. Primary school teachers have the most important role in the use of intelligence games in teaching processes in primary school. For this reason, determining the attitudes of primary school teachers towards mind games can be a source for practices that will allow primary school teachers to use mind games more frequently and more efficiently in their teaching processes. In addition, examining the use of intelligence games by primary school teachers in their teaching processes can shed light on primary school teachers who want to benefit from intelligence games. In this context, the aim of the research is to examine the attitudes of primary school teachers towards intelligence games and their use of intelligence games in teaching processes. In the quantitative aspect of this research, which was carried out with mixed method, the attitudes of primary school teachers towards intelligence games were determined by survey design. Quantitative data of the study were collected from 394 primary school teachers working in the central districts of Van with the "Attitude Scale towards Intelligence Games" by Kurupınar and Aydoğan (2020). In the qualitative aspect of the research, the use of intelligence games by primary school teachers in their teaching processes was examined using a case study design. The qualitative data of the study were collected from 12 primary school teachers using semi-structured interview questions prepared by the researcher. As a result of the research, it was found that the primary school teachers' attitudes towards intelligence games were at a high level. It was determined that three of the variables of the study (gender, school location and type of school) did not make a significant difference on the attitudes of primary school teachers towards mind games. It was determined that some variables in the study (seniority, age and participation in a training on intelligence games) created a significant difference in the attitudes of primary school teachers towards intelligence games. At the same time, some of the primary school teachers who participated in the interviews directly related the mind games with the lessons; it was concluded that some of them used it by associating it with skills. In the light of the results obtained from the research, various suggestions were made to researchers and practitioners.</p>