| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | S413.2B | Brain Teaser | Elective | 4 | 7 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| This course aims to teach intelligence games appropriate to the levels of primary school students and undergraduate classroom teaching students. It also aims to introduce current and traditional intelligence games to undergraduate students and teach them how to integrate the relevant intelligence games with Turkish, mathematics, life sciences, and science courses. Another aim of the course is to provide undergraduate students with game design skills and the ability to make quick and accurate decisions by developing original and different strategies in the face of problems. |
| Name of Lecturer(s) |
| Doç. Dr. İsmail SARİKAYA |
| Learning Outcomes |
| 1 | 1. Recognizing the importance of games in the development of personality and intelligence | | 2 | 2. Knowing the intelligence games that can be used in primary school | | 3 | 3. Planning intelligence games that can be used in primary school | | 4 | 4. Application and evaluation of intelligence games that can be used in primary school |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Definition, function and content of intelligence games
Designing a brain game
Teaching find the pair, word hunt, number and word finding games/Integration of games into other lessons
Teaching futoshiki, pattern and kendoku games/Integration of games into other courses
Teaching Tenner grids, number circle, square puzzle and maze games/Integration of games into other courses
Teaching word circle, hub and coded word games/Integration of games into other courses
Teaching pentomino, word house and resfebe games/Integration of games into other courses
Teaching word derivation, anagram, word hunt and magic pyramid games/Integration of games into other courses
Teaching ABC bonding, capsule and path games/Integration of games into other courses
Teaching polyomino, mixed letters and missing letters games/Integration of games into other courses |
| Weekly Detailed Course Contents |
|
| 1 | The purpose, content and presentation of the course | | | | 2 | The history of intelligence games and their importance in education | | | | 3 | Intelligence games basic concepts in education | | | | 4 | Intelligence games basic concepts in education | | | | 5 | Methods and techniques used in intelligence games education | | | | 6 | Skills Gained with Brain Teasers Training | | | | 7 | | | | | 8 | Intelligence Games Lesson Curriculum and lesson plan preparation | | | | 9 | Intelligence games that can be used in primary school | | | | 10 | Intelligence games that can be used in primary school | | | | 11 | Intelligence games that can be used in primary school | | | | 12 | Intelligence games that can be used in primary school | | | | 13 | Intelligence games that can be used in primary school | | | | 14 | Intelligence games that can be used in primary school | | | | 15 | Intelligence games that can be used in primary school | | | | 16 | | | |
|
| Recommended or Required Reading |
| Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, Californiya: Wadsworth Publishing Company.
I Learn by Having Fun with Mind Games in Basic Education-2. Class Example. Editor: Hakan Kurt, İbrahim Yüksel, & M. Ali Savaş. Nobel. |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 3 | 42 |
| Team/Group Work | 1 | 10 | 10 |
| Report Preparation | 2 | 2 | 4 |
| Report Presentation | 2 | 3 | 6 |
| Individual Study for Mid term Examination | 5 | 2 | 10 |
| Individual Study for Final Examination | 5 | 2 | 10 |
| Homework | 1 | 5 | 5 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | | | 1 | 1 | 1 | 1 | | | | | | | | | | LO2 | | | 2 | 1 | 2 | 1 | | | | | | | | | | LO3 | | | 1 | 4 | 2 | 3 | | | | | | | | | | LO4 | | | 1 | 4 | 1 | 4 | | | | | | | | |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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