A Study on the Comparison of Geometrical-Mechanical Intelligence Games Activities that are Conducted with Concrete Materials and in Computer Environment

Abstract

In this study it was aimed to determine the effect of geometrical-mechanical intelligence games activities that are conducted with concrete materials and in computer environment on the spatial visualization and mental rotation skills of prospective teachers and to examine the opinions of prospective teachers about the activities. The research was conducted with mixed-method research. The study group consists of 49 prospective teachers. The obtained quantitative data were collected with “Differential Aptitude Test” and “Mental Rotation Test” and qualitative data were collected with “Open-Ended Questionnaire”. In the analysis of obtained quantitative data, paired samples t-test and one-way analysis of covariance were used and in the analysis of qualitative data, content analysis was used. According to the findings in the research, it was determined that the activities that are conducted both with concrete materials and in computer environment significantly increased the spatial visualization and mental rotation skills of prospective teachers. In addition to this, it was determined that there was not a difference between the increases in the spatial visualization and mental rotation skills of prospective teachers after the activities were conducted. Furthermore, prospective teachers stated that they had fun while performing the activities, the activities developed their visual/spatial intelligence, three-dimensional thinking and establishing a part-whole relationship, increased their attention and concentration and thought and decided faster and more accurate in the second time they were answering the spatial ability tests.