İlkokul Matematik Eğitimi Oyunlaştırılmalı mı Oyunlaştırılmamalı mı? (Sınıf Öğretmenlerinin Görüşleri)

ERGÜL, Ebru; Erşen, Zeynep Bahar

doi:10.37217/tebd.1173722

Türk Eğitim Bilimleri Dergisi

2023

DOI: 10.37217/tebd.1173722

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İlkokul Matematik Eğitimi Oyunlaştırılmalı mı Oyunlaştırılmamalı mı? (Sınıf Öğretmenlerinin Görüşleri)

Ebru ERGÜL

Zeynep Bahar Erşen

Abstract: Bu araştırmanın amacı, ilkokul matematik eğitiminde kullanılan oyun tabanlı öğretim süreçlerinin gerekliliğini, avantajlarını ve dezavantajlarını, sınıf öğretmenlerinin görüşleri doğrultusunda incelemektir. Araştırma, nitel yöntemin durum çalışması deseninde yürütülmüştür. Araştırmanın katılımcılarını, zincir örnekleme tekniği ile belirlenmiş Türkiye’nin farklı bölgelerinde görev yapan 29 sınıf öğretmeni oluşturmaktadır. Araştırmanın verileri, yarı yapılandırılmış görüş formu aracılığıyla toplanmıştır. Araştır… Show more

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2024

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Cited by 2 publications

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The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

KOCABATMAZ,

SARAÇOĞLU

2024

Participatory Educational Research

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Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.

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The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

KOCABATMAZ,

SARAÇOĞLU

2024

Participatory Educational Research

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Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

Filiz

2024

Educational Academic Research

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This study examined the opinions of classroom teachers on the reflections of mind games used in mathematics lessons on the teaching and learning process. The phenomenology method, one of the qualitative research types, was used in the study. The views of 15 classroom teachers who used mind games in primary school mathematics lessons and received training on mind games were examined. The criterion sampling method determined whether the teachers would participate in the study. The data were collected using a semi-structured interview form prepared by the researcher and a mathematics lesson observation form. The collected data were analyzed using the content analysis method. As a result of the content analysis, the participant views were presented in 14 categories under five themes. As a result of the research, it was determined that the mind games used by classroom teachers in mathematics lessons contribute to meaningful and permanent learning in the cognitive sense, support students' higher-order thinking skills, improve their problem-solving skills, and positively affect the attitude towards mathematics lessons in the social and emotional sense and increase motivation for mathematics lessons. For this reason, a mind games activity guide can be prepared by classroom teachers in elementary school mathematics lessons.

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İlkokul Matematik Eğitimi Oyunlaştırılmalı mı Oyunlaştırılmamalı mı? (Sınıf Öğretmenlerinin Görüşleri)

Cited by 2 publications

References 29 publications

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

Reflections of Mind Games Used in Primary School Mathematics Lessons on Teaching and Learning Process: A Case Study

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