Mind Games with the Views of Classroom Teachers

Abstract

This study aimed to determine the views of classroom teachers about mind games in Turkey and a survey model was used. The research was carried out with the phenomenological design from qualitative research methods. Thirty-one primary school teachers were selected by the criterion sampling method which is one of the purposeful sampling methods. In order to collect the data, the opinion form prepared by the researcher was completed by classroom teachers. The documents obtained were analyzed with the content analysis method. It was seen in the study that teachers usually play mind games with students in the Free Activities course, mainly for 2 hours per week, strategy games were played most, memory games were the least played games, and mind games contributed to communication, creativity, problem solving, mathematical and logical thinking, and academic skills. In addition, classroom teachers experienced some problems related to classroom management, to physical conditions and student characteristics while playing mind games. In line with the results, it is suggested that the multi-dimensional development of students be supported by playing mind games at every grade level.