Effects on Primary School Teacher Candidates of Developing and Implementing Jigsaw Technique Activities Enriched with Educational Games in Science and Technology Teaching Lessons

Abstract

Abstract Introduction: The aim of the study was to examine the effects on Primary School Teacher Candidates of developing and implementing jigsaw technique activities enriched with educational games in Science and Technology Teaching lessons. Methods: In the study, the mixed design was used. The single group pre-test post-test weak experimental pattern from among quantitative research methods and a case study from among qualitative research methods were used. The study group consisted of 48 teacher candidates continuing their education at Istanbul University, in the Primary Education Department Classroom Teaching Program during the 2018-2019 academic year. In the Science and Technology II lessons the “Jigsaw technique enriched with educational games” was implemented. The “Communication Skills Scale” and the “Opinion Form Jigsaw Technique Enriched with Educational Games” (JTEEG) were used as data collection tools. The SPSS 16 program and the content analysis method were used for data analysis. Results: When the quantitative data obtained from the study were examined, it was determined that there were statistically significant differences between the pre-test and post-test mean scores of the communication skills scale in favor of the post-test. Based on the qualitative findings of the study, teacher candidates stated opinions including the themes of “Positive Opinions”, “Negative Opinions”, and “Preferring the Technique “and” Suggestions for technique related changes”. It was also observed that the majority of the teacher candidates indicated positive opinions. Discussion: It is important that teacher candidates who will be educating students in the future develop their skill levels in order to improve the communication skills of their students. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Also, it is very important that the classroom teachers who will teach a science lesson for the first time increase the interest of the class making sure that the students enjoy science. It can be put forth, based on the findings of the study that JTEEG is quite effective in making students like a science lesson and learn through enjoyment. Limitations: There were several limitations to this study. The first limitation was that this research relied on only Primary School Teacher Candidates’ data. The second limitation was the subject. The study was carried out only on the “Properties of Matter” unit. The third limitation was that the study data were only collected in Turkey, and so, the study results are only regionally generalizable. Conclusion: In conclusion, it was observed as a result of the present study on the impacts of developing JTEEG related activities and implementing them that the technique used in this study resulted in an increase in the communication skill levels of teacher candidates. As can be understood from the results of the present study, JTEEG is effective in developing the communication skills of classroom teacher candidates. Hence, it can be suggested in the light of the findings of this study that education environments should be arranged based on JTEEG. Also, it can be stated, based on the statements of the teacher candidates, that they mostly have positive opinions on the implemented technique. Science lessons are among the lessons that students mostly approach with concern. The fact that it involves abstract concepts and that some of its subjects are perceived as difficult are among the reasons for this concern. Students get to take a science lesson for the first time in the 3rd grade. It is very important that the classroom teachers who will teach the science lesson for the first time increase the interest of the class by making sure that the students enjoy science. It can be put forth, based on the findings of the study, that JTEEG is quite effective in making children like the science lessons and learn through enjoyment, since it enables them to be more active, take responsibility while providing them with the opportunity to develop new games and activities, establish more communication with other students in addition to making abstract concepts more concrete. For this reason, it is very important that the techniques to be applied are learned and applied by the teacher candidates.