Abstract:

Learning begins with the formation of some changes in the individual's mind process. Cognitive learning is achieved by achieving mental clarity of many concrete and abstract concepts in the child’s life. In the primary school process, teachers support their students' mental image development by providing appropriate learning conditions and by guiding them how they should learn. In this context, the aim of our study is to study the effects of the teaching of mental image creation on the mental image clarity of primary school 3rd grade students and to determine the necessary levels of vision and exhibition of the behavior of class teachers to support learning autonomy. The study used a semi-experimental model for students and a scanning model for classmates. Working in Primary School 3. At the class level, 41 students and 504 class teachers participated. In the findings obtained; the student's pre- and post-experimental mental image clarity, the level of understanding of the narrative text, did not show a meaningful difference. Class teachers have found similarities and differences between gender, age, social-economic level of the school they work, and their behaviors to support the authenticity of learning according to the class level they study.

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