%0 Journal Article
%T Investigation of Teacher Opinions and Competencies for Educational Games
%J -
%D 2018
%X This study is intended to examine opinions of secondary school teachers working in different branches about "educational games" and investigating the competence thereof in line with their opinions and experiences. Qualitative research methodology was utilized and case-study pattern approach was adopted in this study. 33 teachers from different branches working in two state schools within the Ministry of Education in 2015-2016 academic years located in the K£¿z£¿lcahamam district of Ankara province participated to the study. Semi-structured interview technique was employed in the study. Participants were asked 6 questions developed through the researchers and sound recording of the interviews were conducted. The data obtained were evaluated using descriptive analysis and content analysis. Opinions of the experts in the field were received in the process of data analysis and assessments were made in order to determine if the codes created a meaningful whole with categories. It was found that some codes expressed the same meanings in line with these opinions and it was decided to take these codes as a single code and rename some of the subcategories. Reliability formula suggested by Miles and Huberman, namely (Reliability = Consensus / (Consensus + Dissidence) ¡Á 100) was utilized for calculating the reliability of the study (1994). Reliability rate was found to be 89% as a result of the analysis. 6 categories, consisting of "game", "educational game", "significance of teaching through play", "utilization of teaching through play" and "teacher competence" and subcategories of these categories and codes were found as a result of the analyses. It was observed that teachers in general had good literature knowledge about "educational games" according to the results of the survey. However, the teachers considered themselves insufficient in this regard during the application process and stated that one of the most important reasons of this situation was the lack of training of an important teaching technique such as "education through play" or "educational games" during their undergraduate educational period. As a result, it was concluded that teachers could not use "educational games" sufficiently during the process of lessons and they were insufficient in terms of teaching techniques
%K Oyun
%K E£¿itsel Oyun
%K £¿£¿retmen
%K Yeterlilik
%K Bran£¿
%U http://dergipark.org.tr/cbubesbd/issue/38083/382797