| dc.description.abstract | Bu çalışmanın amacı, Zekâ Oyunları Dersinde uygulanan geometrik- mekanik oyunların öğrencilerin akademik öz yeterlik ve problem çözme becerilerine yönelik algılarına etkisini belirleyerek öğretmen görüşlerine göre programın genel bir değerlendirmesini yapmaktır. 22 öğrenci ve 20 öğretmenin katıldığı bu araştırmada, "Karma Yöntem" ile "Tek Gruplu Öntest- Sontest Deneysel Desen" kullanılmıştır. Nitel verileri toplamak amacıyla Yarı Yapılandırılmış Görüşme Formu'ndan ve Zekâ Oyunları Dersi Çaba Öz Değerlendirme Formu' ndan, nicel verileri toplamak amacıyla Akademik Öz Yeterlik Ölçeği'nden ve Problem Çözme Becerilerine Yönelik Algı Ölçeği'nden yararlanılmıştır. Nicel veriler elde edildikten sonra "ilişkili örneklemler t-testi" nden, nitel veriler elde edildikten sonra "betimsel analiz" den yararlanarak veriler analiz edilmiştir. Akademik Öz Yeterlik Ölçeği'nin "Akademik Sorunlarla Başa Çıkmaya Yönelik Yeterlik" ve " Akademik Çabaya Yönelik Öz Yeterlik" faktörlerinde sontest lehine anlamlı bir fark çıkmış ancak "Akademik Planlamaya Yönelik Öz Yeterlik" faktöründe anlamlı bir fark ortaya çıkmamıştır. Problem Çözme Becerilerine Yönelik Algı Ölçeği'nin "Problem Çözme Becerilerine Yönelik Algı " ve " Problem Çözmeye Yönelik İsteklilik ve Kararlılık Algısı" faktörlerinde sontest lehine anlamlı bir fark ortaya çıkmıştır. Araç-gereçleri (oyunlar) temin etmedeki güçlük, öğrenme ortamının uygun olmayışı, rehber kitap olmayışı, derse giren öğretmenlerin bu konudaki eğitim eksiklikleri bu dersi uygulamada okulların karşılaştığı zorluklar olarak ifade edilse de zekâ oyunları dersine giren öğretmenler, genel olarak bu dersi etkili bulmuşlardır. Bu bağlamda seçmeli zekâ oyunları dersine gereken önemin verilmesi gerektiğine inanmaktayız. Bireylere kazandırdığı beceriler göz önünde bulundurulduğunda gelecekte bu dersin daha önemli olacağını düşünmekteyiz ve her sınıf düzeyindeki programlarda yer verilmesini temenni etmekteyiz. | en_US |
| dc.description.abstract | The general purpose of this study, is to make a general evaluation of the program according to the opinions of teachers by determining the effect of geometrical mechanical intelligence games that applied in the lesson of intelligence games on the perceptions of 6th grade students of the academic self-sufficiency and problem solving skills. For this purpose, firstly literature review on geometric-mechanical intelligence games was done, the courses were participated and the games were discussed with the teachers who gave the lessons. Scale was reached for purposes, interview form was developed and 12 hour geometric-mechanical intelligence games were applied. 20 teachers participated in the study of intelligence games, an elective course for secondary schools. A total of 44 students participated in this research conducted in the control and experiment group which was educated in two different branches of 6th grade in the application made in the primary school of Kırıkkale Ismet Aydınlı in 2014-2015 education year. 22 students in the experiment group performed geometric-mechanical intelligence games for a total of 12 hours and their opinions were recorded. In this study, "Mixed Method" and "One Group Pretest-Posttest" experimental design were used together with qualitative and quantitative data collection methods. In this study, a Semi-Structured İnterview Form was used to collect qualitative data and Self Evaluation Form Of An Effort For İntelligence Lesson, an academic Self-Efficacy Scale To Collect Quantitative Data, and a Perception Scale To Problem-Solving Skills. The data were analyzed by using "Descriptive Analysi"s after the qualitative data were obtained and "Data Related Samples" after the quantitative data were obtained. As a result of the research, the majority of the teachers stated that this class students had positive changes such as socialization, self-expression, multifaceted thinking, critical and creative thinking, attention, focusing and problem solving. In addition mental and academic improvements such as visual perception enhancement, practical thinking, opportunity to learn by amusing, strengthening memory, and tasting feeling of accomplishment. Some teachers stated that due to reluctance, indifference, failure to succeed, and inadequacy of infrastructure, some students have no positive change. The difficulty in providing tools(games), the lack of a learning environment, a guidebook, and training for teachers in this class were expressed as difficulties for schools in implementing this course. However, teachers who entered the course of intelligence games found this course to be effective. As a result of the implementation, it was found that some of the sub-dimensions of the perceptions of the geometrical- mechanical intelligence games related to academic self-efficacy and problem solving skills of 6th grade middle school students were found to be significantly different. It is believed that in the context of these results, it is necessary to give the necessary lesson to the elective lesson of intelligence games and to bring the intelligence games to the class environment. It is also thought to be a topic that will be discussed more in the future and will be included in lessons at every class level, considering the skills that intelligence games have given to individuals. | en_US |
