Akıl ve Zeka Oyunlarının Öğrencilerin Bilişsel, Duyuşsal ve Psikomotor Alan Gelişimine Katkıları

Year 2025, Volume: 5 Issue: 1, 92 - 112, 25.07.2025

Aslı Erol , Asuman Seda Saracaloğlu , Beste Dinçer

Abstract

Bu çalışma akıl ve zeka oyunlarının (satranç, mancala, kulami, reversi, küre, pentago) ortaokul öğrencilerinin (5.-6.-7. sınıflar) bilişsel, duyuşsal ve psikomotor alan gelişimine katkılarını öğretmenlerin, velilerin ve öğrencilerin görüşlerine göre incelemeyi amaçlamaktadır. Nitel araştırma tasarımı ve tekli durum çalışması olarak desenlenen bu çalışmada katılımcıları belirlemek için amaçlı örnekleme kullanılmıştır. Katılımcılar, 2022-2023 eğitim öğretim yılında bir ortaokuldan 30 öğrenci, 10 öğretmen ve 10 veliden oluşmaktadır. Veriler yarı yapılandırılmış görüşme formları aracılığıyla yüzyüze gerçekleştirilmiştir. Verilerin analizinde betimsel analiz ve tematik kodlama kullanılmıştır. Sonuçlar, akıl ve zeka oyunları, düşünme becerileri, akademik başarı, karar verme açısından bilişsel alan gelişimine önemli katkılarının olduğunu ortaya koymaktadır. Bulgulara göre akıl ve zeka oyunları düşünme becerileri, akademik başarı, karar verme yetenekleri ve sosyal öğrenme boyutları açısından bilişsel alan gelişimine; değerler eğitimi, sosyal beceriler, motivasyon ve tutum boyutları açısından duyuşsal alan gelişimine; koordinasyon açısından psikomotor alan gelişimine katkıda bulunmuştur. Bu bulgulardan yola çıkarak zihin ve zekâ oyunlarının okul öncesinden üniversiteye kadar olan eğitim programlarına dâhil edilmesi, okullara oyun materyalleri için destek sağlanması ve öğretmenlerin bu oyunları sınıfta kullanmaları için eğitilmeleri önerilmektedir.

Keywords

akıl ve zeka oyunları , bilşssel alan , duyuşşsal alan , pskomotor alan

The Role of Mind and Intelligence Games in Supporting Student Development: A Focus on Cognitive, Affective, and Psychomotor Domains

Abstract

his study aims to examine the contributions of mind and intelligence games (chess, mancala, kulami, reversi, globe, pentago) to the cognitive, affective, and psychomotor domain development of secondary school students (5th-6th-7th grades) according to the views of teachers, parents, and students. As a qualitative research design and a case study, this study employed purposive sampling to determine participants. The participants consisted of 30 students, 10 teachers, and 10 parents from a secondary school during the 2022-2023 academic year. An interview was preferred as the data collection technique. Student interviews were conducted using a focused interview technique at each grade level. Semi-structured interview forms were used as the data collection tool. Descriptive analysis and thematic coding were employed for data analysis. According to the findings, mind and intelligence games contributed to cognitive domain development in terms of thinking skills, academic achievement, decision-making abilities, and social learning dimensions; affective domain development in terms of values education, social skills, motivation, and attitudes dimensions; and psychomotor domain development in terms of coordination, fine motor skills, and reflex dimensions. Based on these findings, it is recommended that mind and intelligence games be included in curricula from preschool to university, that schools receive support for game materials, and that teachers receive training to use these games in the classroom.

Keywords

mind and intelligence games , affective domain development , cognitive development , psychomotor domain development

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