Abstract:

This study aims to examine the views of parents and students on the mind and intelligence games applied within the scope of out-of-school educational activities. The research was conducted within the framework of the phenomenology design, one of the qualitative research methods. Therefore, interviews were conducted with a total of 25 people, including 14 parents and 11 students. In the study, a semi-structured interview form prepared by the researchers was used as a data collection tool to determine the opinions of students and parents. The data obtained were analyzed by the researchers using content analysis method. Considering the results of the research, it was determined that the process was productive and that the students were happy and excited during the process. In addition, parents and students recommended that "more time should be allocated", "a separate class should be set up", "a separate lesson time should be set up" to make the mind and intelligence games process more productive Parents and students stated that out-of-school mind and intelligence games activities contributed to problem solving, problem solving speed, focusing, time control and general achievement, especially in mathematics lessons. Students and parents stated that they were satisfied with the mind and intelligence games and it was determined that in this process, students gained behavior such as making new friends, socializing, expressing themselves, intelligence development, overcoming technology addiction, contribution to family relations, controlling excitement, coping with stress, using time efficiently, and making plans. Parents stated that they observed positive changes in students during the mind and intelligence games process and that students developed personally and socially.

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