Examination of the Status of Primary School Teachers Whether or Not they use Game-Based Teaching Techniques
Abstract
Game is an entertainment tool for children. Furthermore, it is frequently used as a teaching
tool by families and teachers in order to support the physical, emotional, social and cognitive
development of children. It is very important for teachers to be aware of that they can use gamebased
applications as teaching methods not only in the preschool period but also in the primary
school period. Therefore, in this study, we aim to examine the status of teachers whether or not
they use game-based learning tools. We also learned their opinions about these game-based methods. This quantitative study was conducted by using semi-structural interview technique.
The study group was composed of 20 primary school teachers who were available by using
the easily accessible sampling method. As a result of the study, we determined that all of the
primary school teachers who participated in our study were using the game-based teaching
techniques. Furthermore, all of them believed in that game-based methods were ensure the
permanent learning and it is useful for the active participation of students in the lectures. Even
though teachers believe that they are sufficient to perform game-based learning methods, it is
concluded that teachers should be supported in this regard with the help of pre-service and inservice
training seminars.
Keywords
References
- Altunay, D. (2004). Oyunla Desteklenmiş Matematik Öğretiminin Öğrenci Erişisine ve Kalıcılığa Etkisi, Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Ayan, S. ve Dündar, H. (2009). Eğitimde okulöncesi yaratıcılığın ve oyunun önemi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, (28), 63-74.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel Araştırma Yöntemleri (6. bs.). Ankara: Pegem Akademi.
- Çeçen R. (2007). Bilişsel gelişim ve dil gelişimi. İçinde: Eğitim Psikolojisi. (Ed: M. E. Deniz). Ankara: Maya Akademi.
- Çetin, B. (2013). Sınıfta istenmeyen öğrenci davranışlarıyla ilgili sınıf öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14 (1), 255-269.
- Dansky, J. (1980). Make believe: A mediator of the relationship between play and associative fluency. Child Development, 51, 576-579.
- Demirel, Ö. (2009). Öğretim ilke ve yöntemleri (14.Baskı). Ankara: Pegem Akademi.
- Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metodlarına Giriş. Nitel, Nicel ve Eleştirel Kuram Metodolojileri. Ankara: Anı Yayıncılık.
- Fink Robert, S. (1976). Role of imaginative play in cognitive development. Psychological Reports, 39,895-906.
- Gözalan, E. ve Koçak, N. (2014). Oyun temelli dikkat eğitim programının 5-6 yaş çocukların kelime bilgi düzeylerine etkisinin incelenmesi. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi, 16 (Özel Sayı II), 115-121.