![]() This constructivist approach has emphasized the notion that learners form their own knowledge (Airasian & Walsh, 1997). In this direction, education systems have been rearranged based on the constructivist approach, which is critical about gaining the above-mentioned skills, adopting a student-centered approach rather than a teacher-centered approach. However, the focus of educational trends in the 21st century has shifted toward " learning " from " teaching " (Goad, 2012). Introduction Today's learners need specific skills, such as problem-solving, reasoning and critical thinking, to prepare for an increasingly complex life. The opinions of the teachers and students on the effects of the mental practices were also found to be positive. ![]() According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. ![]() An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. In the quantitative part of the study, the nonequivalent groups pre-test–post-test control group design from single-factor quasi experimental designs was used. The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements.
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