Volume 1 Issue 1 (December 2022)

Issue Information

Issue Information

pp. i - vi   |  DOI: 10.29329/jessm.2022.498



Original Articles

Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates

Ayşe Sardohan, Fadimana Topbaş, Kevser Nergiz & Atilla Özdemir

pp. 1 - 17   |  DOI: 10.29329/jessm.2022.498.1


Memory games are a type of intelligence game that require fast thinking and practical problem-solving skills and are generally referred to as games that aim to improve mental skills. Intelligence games are a whole group of games that appeal to the brain's fast thinking and decision-making characteristics. These games are found to be very useful for increasing visual and verbal development. In addition to visual or verbal memory, memory games are called games that use neurological memory, cognitive, problem-solving, and predicting abilities in an individual, mutual, or team game. Memory games are of great importance in math education. The benefits of memory games for problem-solving skills cannot be denied. According to Umay and Kaf (2005), problem-solving and math cannot be considered separately. To thoroughly learn and succeed in math is through mathematical problem-solving and thinking. This article has been prepared to help primary school math teacher candidates gain proficiency in problem-solving skills while performing moves in the games, to be able to look at strategies from a multi-dimensional perspective and to be aware of problem-solving skills they can use to win. A total of 10 different questions were applied in the form of a pre-test and a post-test, and the students filled out the problem-solving scale. The aim was to monitor the development of mathematical thinking and problem-solving skills before and after the training. When the data obtained after the game process was examined, it was observed that memory games contributed positively to the mathematical problem-solving skills of teacher candidates during the training process.

Keywords: Math Education, Mathematical Problem-Solving, Memory Games, Predicting, Processing Ability

Middle School Students Perceptions of the Greenhouse Effect, Global Warming, and Climate Change

Sevdenur Nişancı & Eylem Yalçınkaya Önder

pp. 18 - 40   |  DOI: 10.29329/jessm.2022.498.2


The greenhouse effect, global warming, and climate change are undoubtedly the biggest environmental problems of our age. It is important to examine the students' perspectives and perceptions towards these important environmental problems in depth. The aim of the study was to examine the perceptions of middle school students about the greenhouse effect, global warming, and climate change. A total of 31, 8th-grade students selected by convenience sampling method participated in this study. The phenomenology model, one of the qualitative research designs, was used in the research. The data was collected through semi-structured interviews. The students have perceived that the climates change due to various environmental events and the change of seasons. In addition, they put forward the causes of the greenhouse effect and global warming and various measures that can be taken against them.

Keywords: Climate Change, Global Warming, Greenhouse Effect, Middle School Students

Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students

Zuhal Şaşmaz & Sevim Sevgi

pp. 41 - 55   |  DOI: 10.29329/jessm.2022.498.3


The aim of the study was to examine the metacognition levels of middle school fifth-grade students and their perceived mathematics teacher behaviors in terms of different variables. A survey model of the quantitative research methods was used. Convenient sampling was adopted from non-random sampling types in the study. 292 fifth-grade students of a public school located in the Central Anatolian region participated. “Students' Perceived Teacher Behaviors” (SPTB) and “Metacognition Awareness Levels of Students” (MALS) scales were used as data collection tools. Students perceived teacher behaviors and their metacognitive awareness levels were analyzed in terms of gender and age. As a result of the analysis, the metacognition levels of fifth-grade students had no effect on perceived teacher behaviors, and found relationship was not statistically significant. There is no significant mean difference in fifth-grade students’ metacognition beliefs and perceived teacher behaviors with respect to their gender.

Keywords: Gender, Metacognition Awareness, Middle School Students, Perceived Teacher Behavior

Middle School Students Perceptions of Research Practices and Skills in Science Lessons: A Case Study

Hanife Can Şen & Şahika Yıldız

pp. 56 - 94   |  DOI: 10.29329/jessm.2022.498.4


This research was conducted to determine the research practices and skills of middle school students within the scope of science course. A total of 19 students studying in the 5th, 6th, 7th and 8th-grades of a public middle school in a province in the Aegean region of Turkey participated in the research. A holistic single case study model was adopted in the current study. A semi-structured interview form consisting of 17 questions was used as a data collection tool. The interviews were conducted individually and recorded via a voice recorder. After the interview records were transcribed, inductive content analysis was performed on the data. As a result of the analysis, it was revealed that the students liked the lesson because of the activities, experiments and teacher factor. The findings obtained from the research show that the students' perceptions of the research skills and habits they should have during a research are not at a good level.

Keywords: Research Practices, Research Skills, Science Lessons

Critical Mathematics Education: A Dialogic Approach to Mathematics Education

Bulent Avci

pp. 95 - 107   |  DOI: 10.29329/jessm.2022.498.5


This article aims to investigate the ways in which secondary mathematics can be taught through a dialogic pedagogy. It is part of Ph. D study which was a study of critical mathematics education oriented towards critical citizenship and democracy. The articles indicates that a dialogic teaching of mathematics is possible if it is integrated with collaborative learning and inquiry-based education.

Keywords: Critical Mathematics Education, Critical Pedagogy, Dialogic Pedagogy, Collaborative Learning, Communicative Rationality

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