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How to Improve Students' Creative Thinking Skills: A Model for Improving the Students' CTS
2019, The 7th International Congress on Curriculum and Instruction
The purpose of this study was to determine the effect of creative thinking skills on students who participated in creative journal writing activity. This research was conducted in the fourth grade of a private elementary school in Gaziantep in 2018-2019 academic year as an experimental study. 67 students in three groups (Experimental Group, ControlA Group, ControlB Group) participated in the research. In a two-month study, 23 students in the Experimental Group were given 23 journal writing titles to improve their creative thinking skills. The students wrote their journals for 5-10 minutes at the beginning of the lessons. Before the program and after the program Torrance Creative Thinking Test Figure A was applied as pre-test and post-test. Data were analyzed with SPSS. According to the findings, creative thinking and writing activities positively affected Experimental Group students' development at creative thinking skills.
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Omur Barkul
kefad.ahievran.edu.tr
Seher Özcan , Serçin Karataş
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The aim of this research is to determine the effect of creative writing activities on the skill of university students in writing story genre text. Unequaled control group model which is half experimental is used in this research. 1/A section (experimental group) of standard class and 1/B section (control group) of evening class from Turkish Language Teaching Department of Gazi Education Faculty of Gazi University constitute the sample of the research. 60 students participate in the research in total. The data obtained from the result of creative writing activities processed in 10 weeks are evaluated with regard to “The Scale of Story Writing Skill ”. It has been revealed that according to scale of story writing skill there is statistically a significant difference between the points [t(29) = -5,172; p≤,05 ] the students got from the post-test in the experimental and the control group. In other words, creative writing activities are more effective than traditional writing education in improving story writing skill. Besides, creative writing activities have a significant effect on content dimension [ t(29) = -3,668; p≤ ,05 ]; planning dimension [ t(29) =-3, 151; p≤ ,05 ]; characterization dimension [ t(29) = -5,666; p≤ ,05]; setting dimension [t(29) =-4,479; p≤ ,05 ] , and time dimension [ t(29) =-4,471; p≤ ,05 ] of story structure. According to these results, creative writing activities should be mentioned in Turkish courses and confidence in classroom should be taught in the relevant department of teacher training agencies and preservice teachers should be trained as qualified ones in terms of both practical and theoretical aspects of creative writing.
Th e aim of this study is to determine the eff ect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre testpost test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed the sample. Th e study was carried out with two groups. One of these groups was determined as the experimental group and the other was as the control group. While a teaching based on the Van Hiele model was carried out in the experimental group, a teaching with the traditional method was carried out in the control group. Th e instruction was carried out by the researchers in both groups. In the study, the Shapes Section of the Torrance Creative Th inking Test was administered in order to determine the creative thinking levels of students before and after the teaching. In order to determine whether there is a significant diff erence between the creative thinking levels of the experimental and control groups before and after the instruction, t- test was used. At the end of the study, although there is a significant diff erence between the creative thinking test, fl uency, originality, the titles’ being abstract, creative forces lists, and creativity pre test and post test scores of the students in the experimental group, a significant diff erence between the pre test and post scores of students in the control group related to the sub-dimensions of creativity thinking and total scores was not observed. When the creative thinking levels of the students after the instruction was examined, a significant diff erence was found in total post test scores related to fl uency, originality, the titles’ being abstract, creative forces lists and creativity in advantage of the experimental group.
Ahi Evran Üniversitesi Eğitim …
Seher Özcan
In our age in which information Technologies have become widespreadtraditional education has fallen down to answer the needs of today. So this madeit necessary to reconstitute our education system. Because traditional methodscause students to learn by heart and cause them to be far from thinking andcriticizing and grow up only one way.To change curriculum brings a lots of innovation in students’ life. The finest of this innovation is that creative thinking is inserted in students’ life. So that the important step is taken to grow up persons who think different and use theirimagination. Creativity is not only exposing an original product, but also ismaking new syntheses from known information. Come up with differentsolutions for problems, adaptation for new conditions and thinking the functionof things out of common. Imagination is the most important nutritional element.That is why teachers have to lead students to have new scopes and to createunique studies and to support them with classroom activities. The generalpurpose of this research is to manifest enriched information Technologies classactivities changes the students’ points of creative thinking, cognitiveachievement and upgrading Project.New curriculum directs students to use technological tools with conducted workand project-performance works. The purpose of these Project and performanceworks is to provide students to think creatively and to think from differentaspects and to provide them to discover new fields while searching.This research was done in 2007/2008 academic year on consisted of 41 6th gradestudents at Mehmet Çelik Primary School in Bolu, Yeniçağa. In research, beforeeducation, both control and experimental group were applied Achievement Testand Torrance Test of Creative Thinking Figural Form A, and also a projectassignment related to the subject was given. The same procedure was repeatedafter education. According to ANCOVA results, pre-test values of the studentsfrom different instruction systems compared to the corrected post-test values andcreative thinking average values showed a significant difference in favor of education in which creative course activities were used.In research, two-factored ANNOVA was used for complex measurements for theresearch question about whether the learners’ cognitive achievement scores,related to learning environment, change or not, according to groups. Accordingto the findings, cognitive achievement scores showed a significant difference infavor of experimental group [F(1,39)=. 321.890; p<.05]. There has been seen anincrease both control and experimental groups’ cognitive achievement scores.This position has shown that when there isn’t group discrimination, learners’cognitive achievement shows an increase dependently an applied education. Butwhen there is group discrimination, it has been found difference between thecreative information technologies education groups’ scores and informationtechnologies education groups’ scores. This difference is in favor of experimental group. This position has shown that the creative informationtechnologies education environment is effective for developing cognitiveachievement.It is found out that subjects in the Creative Computer Activities atmosphereshowed a significant difference on the success of project development to subjectsin Computer Activities environment [F(1,39)=9.448; p<.05]. There has been seenan increase both control and experimental groups’ developing project scores.This position has shown that when there isn’t group discrimination, learners’ project development scores show an increase dependently an applied education.But when there is group discrimination, it has been found difference between thecreative information technologies education groups’ scores and informationtechnologies education groups’ scores. This difference is in favor of experimental group. This position has shown that the creative informationtechnologies education environment is effective on the success of projectdevelopment.Students must be developed their creativity grade for solving problem aboutthemselves and their immediate surroundings, gaining a different viewpoint andevaluating by the teachers. For this, it can be more effective on creativity,students can be given exercises to find solution related with real life or todevelop their imagination like in this research. If we consider that appliedcreativity activities are effective on cognitive achievement and developingproject, we could say that students can be brought up creative, successful oncognitive achievement.If someone wants to do research in this area, he can do it on different grade of class and groups for generalizability of research findings. This research wasmade experimental to exhibit applied activities effectiveness. But it can be madequalitative to exhibit that students how affected this application and what is theirview about application. It is seemed beneficial to be clarified for these points.Accordingly this research can be repeated on two education groups with otherlessons. It is thought that if experimental extend over a period of time, it can beimportant from the point of creativity.
Hunkar Korkmaz
ABSTRACT This study determined the effect of the cooperative problem solving approach on the creativity of 7th grade students in elementary school science courses. The research was carried out on two groups; an experimental group and a control group. For the control group, textbook and teacher-centered individualized problem solving approach, which is a traditional teaching method, was used. For the experimental group an applied science education based on the cooperative problem solving method as usd.
Süleyman Yaman
Çiğdem Özdemir
The latest official national curriculum published by the Turkish Ministry of Education, now formally requires high-school mathematics teachers to actively incorporate computer software in their teaching. The primary purpose of this study is to demonstrate the development of an inquiry based learning unit especially geared for high school mathematics students and teachers for the general concept of integral calculus. The main theme chosen as a case for this proposed inquiry unit, is on volumes of solids of revolution of real life daily objects. As a result, the primary purpose will provide a report about a practical example of using pedagogically driven mathematics software, 3D digital modeling coupled with hands-on real life examples all embedded in a constructivist learning environment. A secondary goal of this study is to expose pre-service high-school mathematics teachers to this inquiry unit as a teacher and student. Finally, the shared experiences about the interconnected nature of knowledge construction through a double “lens”, that is as a teacher and students through collaboratively building, testing and reflecting on their learning process will be reported. Keywords: Mathematic Education, Inquiry, Modeling, Teacher Education
Ömer Faruk Semizoğlu
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Thinking Skills and Creativity
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Research Articles
Editorial board, integrating critical thinking into the classroom: a teacher’s perspective, the landscape of research on the use of digital game-based learning apps to nurture creativity among young children: a review, creative problem solving in primary education: exploring the role of fact finding, problem finding, and solution finding across tasks, the critical thinking skills of prospective teachers: investigating their systematicity, self-confidence and scepticism, creative children in a robust learning environment: perceptions of special education teacher candidates, “everything comes together”: students’ collaborative development of a professional dialogic practice in architecture and design education, the factorial validity of the cornell critical thinking tests: a multi-analytic approach, boys benefit more from teacher support: effects of perceived teacher support on primary students’ creative thinking, effects of divergent thinking training on students’ scientific creativity: the impact of individual creative potential and domain knowledge, the influence of parental rearing styles on university students’ critical thinking dispositions: the mediating role of self-esteem, applying digital escape rooms infused with science teaching in elementary school: learning performance, learning motivation, and problem-solving ability, effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity, on the benefits of thinking creatively: why does creativity training strengthen intercultural sensitivity among children, effects of social influence on idea selection in creativity workshops, development of inductive reasoning in students across school grade levels, incorporating entrepreneurial practices into stem education: development of interdisciplinary e-stem model in high school in the united arab emirates, developing collaborative creativity through microblogging: a material-dialogic approach, problem solving through values: a challenge for thinking and capability development, design students meet industry players: feedback and creativity in communities of practice, a study examining the effects of a training program focused on problem-solving skills for young adults, adolescents with different profiles of scientific versus artistic creativity: similarity and difference in cognitive control, a componential model of science classroom creativity (scc) for understanding collective creativity in the science classroom, teaching critical thinking through engagement with multiplicity, educating critical citizens portuguese teachers and students’ visions of critical thinking at school, mindfulness and creativity: implications for thinking and learning, developing critical thinking, collective creativity skills and problem solving through playful design jams, critical, reflective, creative thinking and their reflections on academic achievement, a short instrument for measuring students' confidence with ‘key skills' (sicks): development, validation and initial results, developing critical thinking in early childhood through the philosophy of reggio emilia, effects of a virtual reality teaching application on engineering design creativity of boys and girls, critical thinking and efl learners’ performance on textually-explicit, textually-implicit, and script-based reading items, computer-based training in math improves inductive reasoning of 9- to 11-year-old children.
ISSN: 1871-1871
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IMAGES
VIDEO
COMMENTS
Creative thinking involves finding ways of thinking to overcome existing problems in unusual or new ways (Birgili, 2015; Gafour & Gafour, 2020)
Many learners have not grasped the meaning of thinking as an objective of learning and education, and thus questions, which require thinking, are challenging.
study, students were given 23 journal writing topics to develop their creative thinking skills. The students wrote their journals in the
critical thinking. □ DCU Student Learning Resources ... Introduction: understanding why creative and critical thinking skills are important.
Sometimes it is referred to as divergent thinking. Strategies can be introduced using direct instruction in creative problem solving models and creative.
In the learning process, students learn how to analyze the problem given among the students and sharing classroom knowledge into practice. Further, through this
The purpose of this study was to determine the effect of creative thinking skills on students who participated in creative journal writing activity.
students' creative thinking skills may seem to imply taking time away from other subjects in the curriculum. In reality, students can think creatively in
creatively apply that knowledge, a skill that is important for success in any environment ... foster students' creative thinking in any area of instruction.
Computer-based training in math improves inductive reasoning of 9- to 11-year-old children. Mojahed Mousa, Gyöngyvér Molnár. Article 100687: Download PDF.