Araştırma Makalesi
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EXAMINATION OF EARLY CHILDHOOD TEACHERS’ CREATIVE THINKING TENDENCIES AND CRITICAL THINKING IN DESIGN BASED ACTIVITIES

Yıl 2023, Cilt: 16 Sayı: 1, 84 - 102, 13.07.2023

Öz

Creativity and critical thinking are important goals of early childhood curriculum. There are various ways to support these important goals. In the context of this study, our goal is to determine the views of early childhood teachers based on design-based activities. Mixed method was used in the study. The quantitative data examined 88 early childhood teachers’ creativity by using Marmara Creative Thinking Tendency Scale. Creativity scores of the teachers differed significantly according to the variables of age, gender and educational level. These scores were grouped as low-medium-high to select 12 teachers for interviews. The interview analysis revealed that the teachers did not provide examples directly related design while expressing their ideas on creativity, development areas and critical thinking. When the teachers' examples related to design were examined, teachers mostly included examples from science education. In the last step of the study, the activity plans taken from the three teachers who participated in the interview were examined. When planning design-based activities, teachers included a plan based on the age group of the students and clearly determine the materials to be used. However, teachers did not discuss design parameters and data collection that are critical to support creativity and critical thinking. Design is a relatively new field at early childhood education. Providing teachers with professional development can contribute positively to the implementation of design based activities supporting creativity and critical thinking.

Kaynakça

  • Aguirre-Muñoz, Z., & Pantoya, M. L. (2016). Engineering literacy and engagement in kindergarten classrooms. Journal of Engineering Education, 105(4), 630-654.
  • Alves-Oliveira, P., Arriaga, P., Xavier, C., Hoffman, G., & Paiva, A. (2022). Creativity landscapes: Systematic review spanning 70 years of creativity interventions for children. The Journal of Creative Behavior, 56(1), 16-40.
  • Author 2 and colleague (2022a).
  • Author 2 and colleague (2022b).
  • Awang, H. & Ramly, I. (2008). “Through problem-based learning: Pedagogy and practice in the engineering classroom”, International Journal of Human and Social Sciences, 2(4), 18–23.
  • Bartholomew, S. R., Moon, C., Ruesch, E. Y., & Strimel, G. J. (2019). Kindergarten Student's Approaches to Resolving Open-Ended Design Tasks. Journal of Technology Education, 30(2), 90-115.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Exploring the field of computational thinking as a 21st century skill. In EDULEARN16 Proceedings (pp. 4725-4733). IATED.
  • Chantal, P. L., & Markovits, H. (2017). The capacity to generate alternative ideas is more important than inhibition for logical reasoning in preschool-age children. Memory & Cognition, 45(2), 208-220.
  • Claro, M., & Ananiadou, K. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers.
  • Craft, A. (2003). Creative Thinking in The Early Years of Education. Early Years, 23(2), 143– 154.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of advanced nursing, 26(3), 623-630.
  • Creswell, J. W. ve Creswell, J. D. (2021). Araştırma tasarımı: Nitel, nicel ve karma yöntem yaklaşımları (5. Basımdan Çeviri), E. Karadağ (Çev.), Ankara: Nobel Yayıncılık.
  • Çoban, Ç. (2016). Okul Öncesi Öğretmenlerinin Yaratıcılık Düzeylerinin İncelenmesi. Yayımlanmamış yüksek lisans tezi. Dumlupınar Üniversitesi, Uşak.
  • DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field methods, 23(2), 136-155.
  • Design and technology programmes of study (2013). Key stage 3. Department for Education.
  • Ekinci, Ö., & Aybek, B. (2010). Öğretmen adaylarının empatik ve eleştirel düşünme eğilimlerinin incelenmesi. İlköğretim Online, 9(2), 3-14.
  • Eskidemir-Meral, S. ve Tezel-Şahin, F. (2019). Okul Öncesi Öğretmenlerinin Yaratıcı Düşünme Eğilimleri. OPUS–Uluslararası Toplum Araştırmaları Dergisi. 13(19), 311-331.
  • European Commission (2007). Science education now: a renewed pedagogy for the future of Europe. Brussels. Report by a High Level Group on Science Education.
  • Forsthuber, B., Motiejunaite, A., & de Almeida Coutinho, A. S. (2011). Science Education in Europe: National Policies, Practices and Research. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
  • Gleason, B., & Jaramillo Cherrez, N. (2021). Design thinking approach to global collaboration and empowered learning: Virtual exchange as innovation in a teacher education course. TechTrends, 65(3), 348-358.
  • Herzog, C., Handke, C., & Hitters, E. (2019). Analyzing talk and text II: Thematic analysis. In The Palgrave handbook of methods for media policy research (pp. 385-401). Palgrave Macmillan, Cham.
  • Heyman, G. D. (2008). Children's critical thinking when learning from others. Current Directions in Psychological Science, 17(5), 344-347.
  • Huang, Z., Peng, A., Yang, T., Deng, S., & He, Y. (2020). A design-based learning approach for fostering sustainability competency in engineering education. Sustainability, 12(7), 2958.
  • Hyslop-Margison, E. J., & Graham, B. (2001). Principles for democratic learning in career education. Canadian Journal of Education/Revue canadienne de l'éducation, 341-360.
  • İnceoğlu, M. M., & Koşar, A. Böte Öğrencilerindeki Yaratıcılık ve Problem Çözme Becerilerinin Karşılaştırılması. Ege Eğitim Dergisi, 9(2), 155-172.
  • Karademir, Ç. A. (2013). Öğretmen adaylarının sorgulama ve eleştirel düşünme becerilerinin öğretmen öz yeterlik düzeyine etkisi. Yayımlanmamış Doktora Tezi, Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
  • Karpova, E., Marcketti, S. & Barker, J. (2011). “The efficacy of teaching creativity: Assessment of student creative thinking before and after exercises”, Clothing and Textiles Research Journal, 29, 52–66.
  • Kline, R. B (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Köse, E., Çelik-Ercoşkun, N., Balcı, A. (2016). Okul öncesi ve sınıf öğretmeni adaylarının yaratıcı düşünme ve problem çözme becerilerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 153-170.
  • Kuhn, M. A., Greenhalgh, S., & McDermott, M. (2016). Using creativity from art and engineering to engage students in science. Journal of STEM Arts, Crafts, and Constructions, 1(2), 2.
  • Kurfiss, J. G. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC Higher Education Report No. 2, 1988. ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Washington, DC 20036-1183.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. In STEAM Education (pp. 101-115). Springer, Cham.
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage.
  • McGuire, J. M. (2007). Why has the critical thinking movement not come to Korea?. Asia Pacific Education Review, 8(2), 224-232.
  • Meral, S. E., & Şahin, F. T. (2019). Okul öncesi öğretmenlerinin yaratıcı düşünme eğilimleri. OPUS International Journal of Society Researches, 13(19), 311-331.
  • Ministry of National Education (MoNE) (2012). Ortaokul ve İmam Hatip Ortaokulu BTY Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Ministry of National Education (MoNE) (2013). Okul öncesi eğitimi programı. Ankara
  • Ministry of National Education (MoNE) (2018a). Milli Eğitim Bakanlığı Bilişim Teknolojileri ve Yazılım (1-4.Sınıflar) Öğretim Programı. Ankara.
  • Ministry of National Education (MoNE) (2018b). Teknoloji ve Tasarım Dersi Öğretim Programı (Ortaokul 7 ve 8. Sınıflar).Öğretim Programı. Ankara.
  • Organisation for Economic Co-operation and Development (OECD, 2021). Draft framework for the assessment of creative thinking in Pisa: Third Draft 2021. OECD Publisher, Paris (2019).
  • Ormancı, U. & Cepni, S. (2019). Thematic Analysis of Conducted Studies Regarding Preschool Science Education in Turkey. Journal of Turkish Science Education, 16(3), 415-.439.
  • Özgenel, M., & Çetin, M. (2017). Marmara yaratıcı düşünme eğilimleri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 46(46), 113-132.
  • Puig, B., Crujeiras, B., Mosquera, I., & Blanco, P. (2021). Integration of Critical Thinking and Scientific Practices to Design-Based Pedagogy. Design Based Pedagogy Book: Design Based Pedagogical Content Knowledge Across European Teacher Education Programs, 89-127.
  • Royalty, A. (2018). Design-based pedagogy: Investigating an emerging approach to teaching design to non-designers. Mechanism and Machine Theory, 125, 137-145.
  • Seferoğlu, S. S., & Akbiyik, C. (2006). Eleştirel düşünme ve öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 193-200.
  • Shanta, S., & Wells, J. G. (2020). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 1-19.
  • Shively, K., Stith, K. M., & Rubenstein, L. D. (2018). Measuring what matters: Assessing creativity, critical thinking, and the design process. Gifted Child Today, 41(3), 149-158.
  • Subedi, D. (2016). Explanatory sequential mixed method design as the third research community of knowledge claim. American Journal of Educational Research, 4(7), 570-577.
  • Uzman, E. (2003). Okul öncesi eğitim alanında çalışan öğretmenlerin yaratıcı düşünme becerilerinin gelişiminin incelenmesi. Yayımlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi, İzmir.
  • Üğurlu, C., & Ceylan, N. (2014). Öğretmenlerin örgütsel yaratıcılık ve etik liderlik algılarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2).
  • Webster, P. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22–28.
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., & Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • Yılmaz, M, & İnce Aka, E (2022). "Sekizinci Sınıf Öğrencilerinin Fen Bilimleri Dersinde Sürtünme Kuvveti Konusunu Günlük Yaşamla İlişkilendirebilme Düzeyleri." Gazi Eğitim Bilimleri Dergisi, 8(2), 228-248.
Yıl 2023, Cilt: 16 Sayı: 1, 84 - 102, 13.07.2023

Öz

Kaynakça

  • Aguirre-Muñoz, Z., & Pantoya, M. L. (2016). Engineering literacy and engagement in kindergarten classrooms. Journal of Engineering Education, 105(4), 630-654.
  • Alves-Oliveira, P., Arriaga, P., Xavier, C., Hoffman, G., & Paiva, A. (2022). Creativity landscapes: Systematic review spanning 70 years of creativity interventions for children. The Journal of Creative Behavior, 56(1), 16-40.
  • Author 2 and colleague (2022a).
  • Author 2 and colleague (2022b).
  • Awang, H. & Ramly, I. (2008). “Through problem-based learning: Pedagogy and practice in the engineering classroom”, International Journal of Human and Social Sciences, 2(4), 18–23.
  • Bartholomew, S. R., Moon, C., Ruesch, E. Y., & Strimel, G. J. (2019). Kindergarten Student's Approaches to Resolving Open-Ended Design Tasks. Journal of Technology Education, 30(2), 90-115.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Exploring the field of computational thinking as a 21st century skill. In EDULEARN16 Proceedings (pp. 4725-4733). IATED.
  • Chantal, P. L., & Markovits, H. (2017). The capacity to generate alternative ideas is more important than inhibition for logical reasoning in preschool-age children. Memory & Cognition, 45(2), 208-220.
  • Claro, M., & Ananiadou, K. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers.
  • Craft, A. (2003). Creative Thinking in The Early Years of Education. Early Years, 23(2), 143– 154.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of advanced nursing, 26(3), 623-630.
  • Creswell, J. W. ve Creswell, J. D. (2021). Araştırma tasarımı: Nitel, nicel ve karma yöntem yaklaşımları (5. Basımdan Çeviri), E. Karadağ (Çev.), Ankara: Nobel Yayıncılık.
  • Çoban, Ç. (2016). Okul Öncesi Öğretmenlerinin Yaratıcılık Düzeylerinin İncelenmesi. Yayımlanmamış yüksek lisans tezi. Dumlupınar Üniversitesi, Uşak.
  • DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field methods, 23(2), 136-155.
  • Design and technology programmes of study (2013). Key stage 3. Department for Education.
  • Ekinci, Ö., & Aybek, B. (2010). Öğretmen adaylarının empatik ve eleştirel düşünme eğilimlerinin incelenmesi. İlköğretim Online, 9(2), 3-14.
  • Eskidemir-Meral, S. ve Tezel-Şahin, F. (2019). Okul Öncesi Öğretmenlerinin Yaratıcı Düşünme Eğilimleri. OPUS–Uluslararası Toplum Araştırmaları Dergisi. 13(19), 311-331.
  • European Commission (2007). Science education now: a renewed pedagogy for the future of Europe. Brussels. Report by a High Level Group on Science Education.
  • Forsthuber, B., Motiejunaite, A., & de Almeida Coutinho, A. S. (2011). Science Education in Europe: National Policies, Practices and Research. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
  • Gleason, B., & Jaramillo Cherrez, N. (2021). Design thinking approach to global collaboration and empowered learning: Virtual exchange as innovation in a teacher education course. TechTrends, 65(3), 348-358.
  • Herzog, C., Handke, C., & Hitters, E. (2019). Analyzing talk and text II: Thematic analysis. In The Palgrave handbook of methods for media policy research (pp. 385-401). Palgrave Macmillan, Cham.
  • Heyman, G. D. (2008). Children's critical thinking when learning from others. Current Directions in Psychological Science, 17(5), 344-347.
  • Huang, Z., Peng, A., Yang, T., Deng, S., & He, Y. (2020). A design-based learning approach for fostering sustainability competency in engineering education. Sustainability, 12(7), 2958.
  • Hyslop-Margison, E. J., & Graham, B. (2001). Principles for democratic learning in career education. Canadian Journal of Education/Revue canadienne de l'éducation, 341-360.
  • İnceoğlu, M. M., & Koşar, A. Böte Öğrencilerindeki Yaratıcılık ve Problem Çözme Becerilerinin Karşılaştırılması. Ege Eğitim Dergisi, 9(2), 155-172.
  • Karademir, Ç. A. (2013). Öğretmen adaylarının sorgulama ve eleştirel düşünme becerilerinin öğretmen öz yeterlik düzeyine etkisi. Yayımlanmamış Doktora Tezi, Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
  • Karpova, E., Marcketti, S. & Barker, J. (2011). “The efficacy of teaching creativity: Assessment of student creative thinking before and after exercises”, Clothing and Textiles Research Journal, 29, 52–66.
  • Kline, R. B (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Köse, E., Çelik-Ercoşkun, N., Balcı, A. (2016). Okul öncesi ve sınıf öğretmeni adaylarının yaratıcı düşünme ve problem çözme becerilerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 153-170.
  • Kuhn, M. A., Greenhalgh, S., & McDermott, M. (2016). Using creativity from art and engineering to engage students in science. Journal of STEM Arts, Crafts, and Constructions, 1(2), 2.
  • Kurfiss, J. G. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC Higher Education Report No. 2, 1988. ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Washington, DC 20036-1183.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. In STEAM Education (pp. 101-115). Springer, Cham.
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage.
  • McGuire, J. M. (2007). Why has the critical thinking movement not come to Korea?. Asia Pacific Education Review, 8(2), 224-232.
  • Meral, S. E., & Şahin, F. T. (2019). Okul öncesi öğretmenlerinin yaratıcı düşünme eğilimleri. OPUS International Journal of Society Researches, 13(19), 311-331.
  • Ministry of National Education (MoNE) (2012). Ortaokul ve İmam Hatip Ortaokulu BTY Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Ministry of National Education (MoNE) (2013). Okul öncesi eğitimi programı. Ankara
  • Ministry of National Education (MoNE) (2018a). Milli Eğitim Bakanlığı Bilişim Teknolojileri ve Yazılım (1-4.Sınıflar) Öğretim Programı. Ankara.
  • Ministry of National Education (MoNE) (2018b). Teknoloji ve Tasarım Dersi Öğretim Programı (Ortaokul 7 ve 8. Sınıflar).Öğretim Programı. Ankara.
  • Organisation for Economic Co-operation and Development (OECD, 2021). Draft framework for the assessment of creative thinking in Pisa: Third Draft 2021. OECD Publisher, Paris (2019).
  • Ormancı, U. & Cepni, S. (2019). Thematic Analysis of Conducted Studies Regarding Preschool Science Education in Turkey. Journal of Turkish Science Education, 16(3), 415-.439.
  • Özgenel, M., & Çetin, M. (2017). Marmara yaratıcı düşünme eğilimleri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 46(46), 113-132.
  • Puig, B., Crujeiras, B., Mosquera, I., & Blanco, P. (2021). Integration of Critical Thinking and Scientific Practices to Design-Based Pedagogy. Design Based Pedagogy Book: Design Based Pedagogical Content Knowledge Across European Teacher Education Programs, 89-127.
  • Royalty, A. (2018). Design-based pedagogy: Investigating an emerging approach to teaching design to non-designers. Mechanism and Machine Theory, 125, 137-145.
  • Seferoğlu, S. S., & Akbiyik, C. (2006). Eleştirel düşünme ve öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 193-200.
  • Shanta, S., & Wells, J. G. (2020). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 1-19.
  • Shively, K., Stith, K. M., & Rubenstein, L. D. (2018). Measuring what matters: Assessing creativity, critical thinking, and the design process. Gifted Child Today, 41(3), 149-158.
  • Subedi, D. (2016). Explanatory sequential mixed method design as the third research community of knowledge claim. American Journal of Educational Research, 4(7), 570-577.
  • Uzman, E. (2003). Okul öncesi eğitim alanında çalışan öğretmenlerin yaratıcı düşünme becerilerinin gelişiminin incelenmesi. Yayımlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi, İzmir.
  • Üğurlu, C., & Ceylan, N. (2014). Öğretmenlerin örgütsel yaratıcılık ve etik liderlik algılarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2).
  • Webster, P. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22–28.
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., & Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • Yılmaz, M, & İnce Aka, E (2022). "Sekizinci Sınıf Öğrencilerinin Fen Bilimleri Dersinde Sürtünme Kuvveti Konusunu Günlük Yaşamla İlişkilendirebilme Düzeyleri." Gazi Eğitim Bilimleri Dergisi, 8(2), 228-248.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gonca Anı Ar

İbrahim Delen

Yayımlanma Tarihi 13 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 1

Kaynak Göster

APA Ar, G. A., & Delen, İ. (2023). EXAMINATION OF EARLY CHILDHOOD TEACHERS’ CREATIVE THINKING TENDENCIES AND CRITICAL THINKING IN DESIGN BASED ACTIVITIES. Uşak Üniversitesi Sosyal Bilimler Dergisi, 16(1), 84-102.

Adres: Uşak Üniversitesi Sosyal Bilimler Enstitüsü
Telefon: 0276 221 21 60 Faks :0276 221 21 61
E-posta: sosyaldergi@usak.edu.tr