Examining the pre-service science teachers views on intelligence games used in science teaching

Abstract

In this study, the relationship between classroom teachers' professional commitment and This study aims to examine pre-service science teachers' views on the use of different intelligence games in science teaching. The research was designed in a case study pattern. The research study group consists of 19 second-year pre-service teachers studying in the science teaching undergraduate program at a state university in the fall semester of the 2020-2021 academic year. Intelligence games were introduced to the participants in the online seminars given for 6 weeks. They were asked to plan a science teaching related to the intelligence game of the week and to fill out a form to express their opinions every week, and at the end of the seminars a focus group interview was conducted. Data collected through weekly opinion forms was analyzed through content analysis and the data gathered from focus group interviews were analyzed through descriptive analysis. At the end, it has been understood that pre-service science teachers generally think that intelligence games are useful for science teaching and believe that they make learning permanent and fun in science education. The opinions of pre-service science vary depending on the game. While preservice teachers evaluated Magic Pyramid and Missing Words as the most useful intelligence games for science teaching, they found the Kendoku game less suitable for science teaching.