TEACHERS' VIEWS ABOUT TEACHING 'STATES OF MATTER' IN 3RD CLASS PRIMARY EDUCATION BY EDUCATIONAL GAME: FOLLOW! NEEDLE!

Abstract

Although the play is an important part of children's lives, it is one of the ways they express themselves to adults. Many subjects that are hardly taught to children can be taught more easily with games. This study has been tried to determine teachers' views about the game and educational games designed for teaching the subject of "States of Matter" in the primary school 3^rd grade science course curriculum. In this study, the phenomenology method, one of the qualitative research methods, was used. In the study, 10 classroom teachers who attended classes in eight different cities were consulted. The designed game was sent to the teachers in advance and they were asked to examine them, and then the study data were obtained through semi-structured interviews with them. The data were analyzed by content analysis. From the analyzed data Follow! Needle! It was understood that the game was named as entertaining, appealing to many skills within the scope of learning areas and meeting the relevant acquisition, it was concluded that teachers often included educational games in their lessons and looked positively. In the study, suggestions were made to instructors and academics such as playing the game designed and organizing in-service training for teaching with educational games.