Teacher perceptions of using chess as a heuristic pedagogical method
Teacher perceptions of using chess
The purpose of this study was to investigate the experiences and perceptions of teachers who used chess during instruction for an entire academic year in several school districts in a southern U.S. state. Data for the study were obtained via an electronic survey administered to a sample of 62 teachers in Spring 2018. Results of the study showed that the teachers were enthusiastic about using chess during instruction, and they were largely positive regarding the perceived benefits of chess among their students.
Keywords: Chess playing; teacher perceptions; chess benefits
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.