Research Article
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Year 2018, Volume: 7 Issue: 1, 71 - 86, 15.01.2018

Nur Akcanca Lale Cerrah Ozsevgec

https://doi.org/10.12973/eu-jer.7.1.71

Abstract

References

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  • Barrow, L. H. (2010). Encouraging creativity with scientific inquiry. Creative Education, 1, 1-6.
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  • Cetingoz, D. (2002). Okul oncesi egitimi ogretmenligi ogrencilerinin yaratici dusunme becerilerinin gelisiminin incelenmesi [The examination of the development of the creative thinking skills of the students in the preschool teacher training program]. MA diss., Dokuz Eylul University.
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  • Cheung, W. M.,Tse, S. K. & Tsang, W. H. (2003).Teaching creative writing skills to primary school children in Hong Kong: discordance between the views and practice of Language teachers. Journal of Creative Behavior, 37(2), 77-98.
  • Chiang, S. H. & Tang, V. (1999). An experimental study on a v-map teaching strategy of developing scientific creativity. Chinese Journal of Science Education, 7(4), 367-392.
  • Creswell, J. W. (2017). Karma yontem arastirmalarina giris [A Concise introduction to mixed methods research]. (M. Sozbilir, Translation Editor). Ankara: Pegem. Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C. & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
  • Demir, S. (2014). Bilimsel tartisma ve arastirmaya dayali tasarlanan laboratuar programinin, fen bilgisi ogretmen adaylarinin bilimsel yaraticiliklarina etkisi [The effect of scientific argumentation and inquiry based laboratory program on prospective science teachers’ scientific creativity]. PhD diss., Marmara University.
  • Demir, S. (2015a). Bilim ve dusunme becerilerine gore yaraticilik [Science and creativity according to thinking skills]. E. Celebi Oncu (Ed.), In Discovery of creativity (2nd ed., p. 75-96). Ankara: Hedef Press.
  • Demir, S. (2015b). Perception of scientific creativity and self-evaluation among science teacher candidate. Journal of Education and Practice, 6(18), 181-183.
  • Demir, S. (2015c). Perspectives of science teacher candidates regarding scientific creativity and critical thinking. Journal of Education and Practice, 6(17), 157-160.
  • Demir Kacan, S. (2015). Designing science games and science toys from the perspective of scientific creativity. Journal of Education and Practice, 6(26), 116-118.
  • Demir, S. & Sahin, F. (2014). Assessment of open-ended questions directed to prospective science teachers in terms of scientific creativity. Procedia-Social and Behavioral Sciences, 152, 692–697.
  • Denis Celiker H. & Balim, A. G. (2012). Bilimsel yaraticilik olceginin Turkce’ye uyarlama sureci ve degerlendirme olcutleri [Adaptation of scientific creativity test to Turkish and its assessment criterias]. Usak University Journal of Social Sciences, 5(2), 1-21.
  • Dikici, A. & Soh, K. (2015). Indexing creativity fostering teacher behaviour: Replication and modification. Higher Education of Social Science, 9(3), 1-10.
  • Erdogan, T., Akkaya, R. & Celebi Akkaya, S. (2009). The effect of the Van Hiele model based instruction on the creative thinking levels of 6th grade primary school students. Educational sciences: theory and practice, 9(1), 181-194.
  • Ersoy, E. & Baser, N. (2009). İlkogretim altinci sinif ogrencilerinin yaratici dusunme duzeyleri [Creative thinking levels of the 6th grade primary school students]. The Journal of International Social Research, 2(9), 128–137.
  • Frank, A. I. & Buining, F. (2007). A practice-based approach to developing creativity in higher education. Cebe Transactions, 4(2), 8-26.
  • Hu, W. & Adey, P. A. (2002). Scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
  • Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., et al. (2013). Increasing students' scientific creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3-21.
  • Inel Ekici, D. (2016). Ogretmenler ogrenme ortaminda ogrencilerin yaraticiligini destekleme duzeylerine iliskin kendilerini nasil degerlendiriyorlar? [How teachers evaluate themselves regarding their behaviours fostering students’ creative thinking in learning environment?]. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1287-1308.
  • Grosul, M. (2010). In search of the creative scientific personality. MA diss., San Jose State University.
  • Johnson, B. & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). New York: Pearson/Allyn & Bacon.
  • Kadayifci, H. (2008). Yaratici dusunmeye dayali ogretim modelinin ogrencilerin maddelerinin ayrilmasi ile ilgili kavramlari anlamalarina ve bilimsel yaraticiliklarina etkisi [The effect of an instructional model based on creative thinking on students’ conceptual understanding of separation of matter subject and their scientific creativity]. PhD diss., Gazi University.
  • Kampylis, P., Berki, E. & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking skills and creativity, 4(1), 15-29.
  • Kaptan, F. & Kusakci, F. (2002, September). Fen ogretiminde beyin firtinasi tekniginin ogrenci yaraticiligina etkisi [The effect of brain storm technique on student creativity in science teaching]. Paper presented at the 5th National Conference on Science and Mathematics Education, Orta Dogu Technical University, Ankara.
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  • Karwowski, M. & Soszynsk, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity (RPTC). Thinking Skills and Creativity, 3, 163–171.
  • Karwowski, M. (2015). Peer effect on students’ creative self-concept, special issue on connecting theory. Research, and Practice in the Psychology of Creativity, 49(3), 211-225.
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  • Koray, O. (2003). Fen egitiminde yaratici dusunmeye dayali ogrenmenin ogrenme urunlerine etkisi [The influence of science education based on creative thinking on learning products]. PhD diss., Gazi University.
  • Koray, O. (2005). Fen egitiminde yaratici dusunmeye dayali ogrenmenin ogretmen adaylarinin yaraticilik duzeylerine etkisi [The influence of science education based on creative thinking on creativity of preservice teachers]. Educational Administration in Theory & Practice, 40, 580-599.
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Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

Year 2018, Volume: 7 Issue: 1, 71 - 86, 15.01.2018

Nur Akcanca Lale Cerrah Ozsevgec

https://doi.org/10.12973/eu-jer.7.1.71

Abstract

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

Keywords

Scientific creativity pre-school prospective teachers science education instructional techniques supporting scientific creativity

References

  • Aksoy, G. (2005). Fen egitiminde yaratici dusunme temelli bilimsel yontem surecinin ogrenme urunlerine etkisi [The effect of the scientific method process, which is based on creative thinking, on the learning outcomes in science instruction]. MA diss., Zonguldak Karaelmas University.
  • Aktamis, H. & Ergin, O. (2006). Fen egitimi ve yaraticilik [Science education and creativity]. Journal of Buca Education Faculty, 20, 77-83.
  • Aktamis, H. & Ergin, O. (2007). Bilimsel surec becerileri ile bilimsel yaraticilik arasindaki iliskinin belirlenmesi [Investigating the relationship between science process skills and scientific creativity]. Hacettepe University Journal of Education, 33, 11-23.
  • Alsahou, H. (2015). Teachers’ beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. PhD diss., University of Exeter.
  • Andiliou, A. & Murphy, P. K. (2010). Examining variations among researchers‘ and teachers‘ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5, 201-219.
  • Antink Meyer, A., & Lederman, N. G. (2015). Creative cognition in secondary science: An exploration of divergent thinking in science among adolescents. International Journal of Science Education, 31(10), 1547-1563.
  • Argun, Y. (2012). Okul oncesi donemde yaraticilik ve egitimi [Creativity and its importance in preschool]. Ankara: Ani Press.
  • Barnes, J. & Shirley, I. (2007). Strangely familiar: Cross-curricular and creative thinking in teacher education. Improving Schools, 10(2), 162-179.
  • Barrow, L. H. (2010). Encouraging creativity with scientific inquiry. Creative Education, 1, 1-6.
  • Broinowski, I. (2002). Toward creativity in early childhood education a case study of the creative processes used by early childhood educators in curriculum planning for you [Abstract]. PhD diss., University of South Australia.
  • Buyukozturk, S. (2008). Sosyal bilimlerde veri analizi ders kitabi [Handbook of data analysis for social sciences]. Ankara: Pegem.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2014). Bilimsel arastirma yontemleri [Scientific research methods] (16th. ed.). Ankara: Pegem.
  • Candar, H. (2009). Fen egitiminde yaratici dusunme ogretim tekniklerinin ogrencilerin akademik basari, tutum ve motivasyonlarina etkisi [The effects of the creative teaching techniques on students’academic achievement, attitude and motivation in science education]. MA diss., Marmara University.
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  • Cetingoz, D. (2002). Okul oncesi egitimi ogretmenligi ogrencilerinin yaratici dusunme becerilerinin gelisiminin incelenmesi [The examination of the development of the creative thinking skills of the students in the preschool teacher training program]. MA diss., Dokuz Eylul University.
  • Cheng, V. M. Y. (2004). Developing physics learning activities for fostering student creativity in hong kong context. Asia-Pacific Forum on Science Learning and Teaching, 5(2), 1-33.
  • Cheung, W. M.,Tse, S. K. & Tsang, W. H. (2003).Teaching creative writing skills to primary school children in Hong Kong: discordance between the views and practice of Language teachers. Journal of Creative Behavior, 37(2), 77-98.
  • Chiang, S. H. & Tang, V. (1999). An experimental study on a v-map teaching strategy of developing scientific creativity. Chinese Journal of Science Education, 7(4), 367-392.
  • Creswell, J. W. (2017). Karma yontem arastirmalarina giris [A Concise introduction to mixed methods research]. (M. Sozbilir, Translation Editor). Ankara: Pegem. Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C. & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
  • Demir, S. (2014). Bilimsel tartisma ve arastirmaya dayali tasarlanan laboratuar programinin, fen bilgisi ogretmen adaylarinin bilimsel yaraticiliklarina etkisi [The effect of scientific argumentation and inquiry based laboratory program on prospective science teachers’ scientific creativity]. PhD diss., Marmara University.
  • Demir, S. (2015a). Bilim ve dusunme becerilerine gore yaraticilik [Science and creativity according to thinking skills]. E. Celebi Oncu (Ed.), In Discovery of creativity (2nd ed., p. 75-96). Ankara: Hedef Press.
  • Demir, S. (2015b). Perception of scientific creativity and self-evaluation among science teacher candidate. Journal of Education and Practice, 6(18), 181-183.
  • Demir, S. (2015c). Perspectives of science teacher candidates regarding scientific creativity and critical thinking. Journal of Education and Practice, 6(17), 157-160.
  • Demir Kacan, S. (2015). Designing science games and science toys from the perspective of scientific creativity. Journal of Education and Practice, 6(26), 116-118.
  • Demir, S. & Sahin, F. (2014). Assessment of open-ended questions directed to prospective science teachers in terms of scientific creativity. Procedia-Social and Behavioral Sciences, 152, 692–697.
  • Denis Celiker H. & Balim, A. G. (2012). Bilimsel yaraticilik olceginin Turkce’ye uyarlama sureci ve degerlendirme olcutleri [Adaptation of scientific creativity test to Turkish and its assessment criterias]. Usak University Journal of Social Sciences, 5(2), 1-21.
  • Dikici, A. & Soh, K. (2015). Indexing creativity fostering teacher behaviour: Replication and modification. Higher Education of Social Science, 9(3), 1-10.
  • Erdogan, T., Akkaya, R. & Celebi Akkaya, S. (2009). The effect of the Van Hiele model based instruction on the creative thinking levels of 6th grade primary school students. Educational sciences: theory and practice, 9(1), 181-194.
  • Ersoy, E. & Baser, N. (2009). İlkogretim altinci sinif ogrencilerinin yaratici dusunme duzeyleri [Creative thinking levels of the 6th grade primary school students]. The Journal of International Social Research, 2(9), 128–137.
  • Frank, A. I. & Buining, F. (2007). A practice-based approach to developing creativity in higher education. Cebe Transactions, 4(2), 8-26.
  • Hu, W. & Adey, P. A. (2002). Scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
  • Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., et al. (2013). Increasing students' scientific creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3-21.
  • Inel Ekici, D. (2016). Ogretmenler ogrenme ortaminda ogrencilerin yaraticiligini destekleme duzeylerine iliskin kendilerini nasil degerlendiriyorlar? [How teachers evaluate themselves regarding their behaviours fostering students’ creative thinking in learning environment?]. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1287-1308.
  • Grosul, M. (2010). In search of the creative scientific personality. MA diss., San Jose State University.
  • Johnson, B. & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). New York: Pearson/Allyn & Bacon.
  • Kadayifci, H. (2008). Yaratici dusunmeye dayali ogretim modelinin ogrencilerin maddelerinin ayrilmasi ile ilgili kavramlari anlamalarina ve bilimsel yaraticiliklarina etkisi [The effect of an instructional model based on creative thinking on students’ conceptual understanding of separation of matter subject and their scientific creativity]. PhD diss., Gazi University.
  • Kampylis, P., Berki, E. & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking skills and creativity, 4(1), 15-29.
  • Kaptan, F. & Kusakci, F. (2002, September). Fen ogretiminde beyin firtinasi tekniginin ogrenci yaraticiligina etkisi [The effect of brain storm technique on student creativity in science teaching]. Paper presented at the 5th National Conference on Science and Mathematics Education, Orta Dogu Technical University, Ankara.
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  • Karwowski, M. & Soszynsk, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity (RPTC). Thinking Skills and Creativity, 3, 163–171.
  • Karwowski, M. (2015). Peer effect on students’ creative self-concept, special issue on connecting theory. Research, and Practice in the Psychology of Creativity, 49(3), 211-225.
  • Kind, P. & Kind, V. (2007). Creativity in science education: Perspectives and challenges for developing school science. Studies in Science Education, 43(1), 1-37.
  • Kiras, B. & Bezir Akcay, B. B. (2016). Yedinci sinif vucudumuzda sistemler unitesinin ogretiminde aktif ogrenme yontemi uygulamalarinin ogrencilerin bilimsel yaraticiligina etkisi [The effect of active learning methods’ technics on student’s scientific creativity in teaching body systems unit in seventh grade]. International Journal of Active Learning, 1(2), 1-20.
  • Koray, O. (2003). Fen egitiminde yaratici dusunmeye dayali ogrenmenin ogrenme urunlerine etkisi [The influence of science education based on creative thinking on learning products]. PhD diss., Gazi University.
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There are 76 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Nur Akcanca

Lale Cerrah Ozsevgec

Publication Date January 15, 2018
Published in Issue Year 2018 Volume: 7 Issue: 1

Cite

APA Akcanca, N., & Cerrah Ozsevgec, L. (2018). Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers. European Journal of Educational Research, 7(1), 71-86. https://doi.org/10.12973/eu-jer.7.1.71
AMA Akcanca N, Cerrah Ozsevgec L. Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers. eujer. January 2018;7(1):71-86. doi:10.12973/eu-jer.7.1.71
Chicago Akcanca, Nur, and Lale Cerrah Ozsevgec. “Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-School Teachers”. European Journal of Educational Research 7, no. 1 (January 2018): 71-86. https://doi.org/10.12973/eu-jer.7.1.71.
EndNote Akcanca N, Cerrah Ozsevgec L (January 1, 2018) Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers. European Journal of Educational Research 7 1 71–86.
IEEE N. Akcanca and L. Cerrah Ozsevgec, “Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers”, eujer, vol. 7, no. 1, pp. 71–86, 2018, doi: 10.12973/eu-jer.7.1.71.
ISNAD Akcanca, Nur - Cerrah Ozsevgec, Lale. “Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-School Teachers”. European Journal of Educational Research 7/1 (January 2018), 71-86. https://doi.org/10.12973/eu-jer.7.1.71.
JAMA Akcanca N, Cerrah Ozsevgec L. Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers. eujer. 2018;7:71–86.
MLA Akcanca, Nur and Lale Cerrah Ozsevgec. “Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-School Teachers”. European Journal of Educational Research, vol. 7, no. 1, 2018, pp. 71-86, doi:10.12973/eu-jer.7.1.71.
Vancouver Akcanca N, Cerrah Ozsevgec L. Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers. eujer. 2018;7(1):71-86.
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