Primary School 4th Grade Students' Views on Mind and Intelligence Games


Kahraman T., Karaçoban F., Efendioğlu A.

VIII. Uluslararası Eğitim Programları ve Öğretim Kongresi (ICCI-EPOK 2021), Burdur, Turkey, 25 - 27 March 2021, pp.1

  • Publication Type: Conference Paper / Summary Text
  • City: Burdur
  • Country: Turkey
  • Page Numbers: pp.1
  • Çukurova University Affiliated: Yes

Abstract

Problem Statement

In the 21st century, when we consider information with a new understanding, the individual characteristics required by the age have also started to differ. As emphasized by many international institutions and organizations, 21st century people are expected to have features such as critical thinking, problem solving, collaboration, learning to learn, creative thinking, various literacy skills, and respect for differences (Partnership for 21st Century Skills, 2008). This situation raises the need for the 21st century people to develop multidimensionally by supporting them in cognitive, affective and psychomotor fields. In line with this requirement, a series of regulations have been made nationally, especially in education programs.

Another understanding that guides this restructuring process in education is that learning is a lifelong activity. Due to the rapid change and development in science and technology, the individual must be open to learning and perpetuate this in order to keep up with her/his area of expertise and progress (Kozikoğlu & Altunova, 2018). In this sense, individuals with lifelong learning skills are expected to adapt to change quickly and successfully. Looking at the studies in the literature, individuals with lifelong learning skills are defined as problem-solving, self-regulating and evaluating, able to see the relationship between events and concepts, working in collaboration and harmony with people from all backgrounds, and having developed thinking skills (Billing, 2007; Voogt & Roblin, 2012).

It has been concluded that the activities for the acquisition of 21st century skills should not be limited to education at school, but should be extended to every period of life (Kozikoğlu & Altunova, 2018). At this point, the positive effect of especially game-based learning activities is striking. Kirriemur and McFarlane (2004) used the game in developing skills such as strategic thinking, planning, communication, number application, discussion, group decision making, data processing; Bottino and Ott (2006) pointed out that intelligence games are extremely important in developing features such as thinking skills, logical reasoning and strategic thinking. In addition to the educational benefits of play, its behavioral contributions such as increasing motivation, increasing attention and concentration (Garris, Ahlers & Driskell, 2002), developing a positive attitude towards learning (Lou, Abrami & D'Apollonia, 2001) is often emphasized.

The role of play, which is an activity that supports all developmental processes of the individual in the cognitive, affective and psychomotor fields, is very important in the lives of children in concrete operational period (Marangoz & Demirtaş, 2017). During this period, it is stated that children both have a pleasant time and acquire many knowledge, skills, attitudes and values in different fields. It is necessary to make use of game-based learning activities at a high level and evaluate the individual contributions of these activities in order to gain the human characteristics needed by the age and to consider learning as a life-long process. In this context, it was aimed to determine the opinions of primary school 4th grade students on mind and intelligence games. Accordingly, the problem statement of the research was determined as: "What are the opinions of primary school 4th grade students on mind and intelligence games".

Method

This study is a descriptive study in qualitative research type. Criterion sampling method, one of the purposeful sampling methods, was used in determining the participants in the study. Accordingly, the criteria for the participants to study in the 4th grade of primary school and to successfully complete the training of mind and intelligence games were determined as criteria. Thus, 21 students in a district of the eastern Mediterranean region of Turkey participated in the study. Semi-structured interview form was used as data collection tool in the study. The data were analyzed using the inductive content analysis method.

Findings

As a result of the analysis carried out in line with the purpose of the study, the views of the students about their experiences within the scope of mind and intelligence games were categorized as "Creating an Enjoyable Learning Environment", "Teaching Cognitive and Affective Skills", "Creating a Democratic Environment" and "Providing Learning Motivation". When the findings are examined in a holistic manner, it can be said that mind and intelligence games can contribute to the acquisition and development of both 21st century skills and lifelong learners.

Key words: Lifelong learner, mind and intelligence games, primary school students