Design, implementation and evaluation of the intelligence games course of primary school

Mind games were included in our education system when the Ministry of National Education included the mind games course in the list of elective courses for secondary schools and Imam-hatip secondary schools in 2012, and over time, it spread rapidly at all levels of education. In this rapidly spreading practice, the fact that a curriculum was prepared only for secondary schools, that a curriculum was not prepared for other education levels, that there were no intelligence games lessons in primary schools, that no class time was allocated for these studies, led to the emergence of special practices for teachers in intelligence games applications and contradicted the principle of unity in education. . This deficiency prevents classroom teachers from fully carrying out intelligence games studies and hindering their implementation of intelligence games. It takes time from other courses and causes them to practice intelligence games. For all these reasons, the aim of the research is to formalize a lesson that is implemented informally and to design the primary school intelligence games course teaching program. In the study, in which the nested mixed design was used and the quantitative research pattern was placed within the qualitative research design, 103 participants, consisting of parents, teachers, school administrators, and experts in the field of intelligence games at the 1st, 2nd, 3rd and 4th grade levels, were designed based on the rapid prototyping model. A needs analysis study was conducted for each person, and the 36-week, 72-hour prototype curriculum, created as a result of the results and literature research, was implemented for a total of course hours at each grade level and evaluated according to Bloom's mastery learning model, and it was determined that achievements at 0.7 level and above continued. A 36-week, 72-course draft curriculum was created, in which the achievements that were achieved below the .7 level were immediately changed and appropriate outcomes were added, in accordance with the rapid prototyping model.