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The Effect of Honey Bee-Themed Nature Training Program on Students’ Levels of Knowledge and Scientific Creativity / Bal Arısı Temalı Doğa Eğitimi Programının Öğrencilerin Bilgi Ve Bilimsel Yaratıcılık Düzeyine Etkisi

Year 2016, Volume: 12 Issue: 3, 484 - 500, 21.04.2016

Feyzullah Şahin , Meral Kekeçoğlu , Pınar Göç Rasgele , Merve Kambur

Abstract

Bu çalışmada, bal arısı temalı bir doğa eğitim programının ilköğretim beş ve altıncı sınıfa devam eden öğrencilerin genel ve bilimsel/fen alanında yaratıcılık ile bilgi düzeyine etkisinin incelenmesi amaçlanmıştır. Çalışma, 2015 yılı Haziran ayında gerçekleştirilmiştir. Çalışma evreni, Düzce İli genelindeki ilköğretim okullarında 5 ve 6. sınıfa devam eden öğrencilerden oluşmaktadır. Çalışma, 52’si deney 62’si kontrol olmak üzere  toplam 114 öğrenci ile sürdürülmüştür. Araştırma, ön test–son test kontrol gruplu deneysel desende sürdürülmüştür.Çalışmada veri toplama aracı olarak, arı başarı testi, genel yaratıcılık ve bilim/ fen yaratıcılık ölçeği kullanılmıştır. Çalışmanın sonuçlarına göre öğrencilerin arılar konusunda bilgi düzeyi ile genel ve bilimsel/fen yaratıcılık düzeyinin kontrol grubuna göre yükseldiği saptanmıştır.

References

  • KAYNAKÇA
  • Akay, C. 2013. Ortaokul öğrencilerinin yaparak–yaşayarak öğrenme temelli TÜBİTAK 4004 Bilim Okulu Projesi sonrası bilim kavramına yönelik görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 326–338.
  • Amabile, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. Colarado, Boulder: Westview.
  • Aydın, E. (2006). Etki büyüklüğü kavramı ve matematik eğitimi araştırmalarında uygulanması. Türkiye İstatistik Kurumu (TÜİK) 15.nci İstatistik Araştırma Sempozyumu Bildiriler Kitabı, Ankara, 380–388.
  • Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4(1), 23−39, Doi: 10.1080/10400419109534371
  • Baer, J. (1994). Divergent thinking is not a general trait: A multi–domain thinking experiment. Creativity Research Journal, 7(1), 35−46, Doi: 10.1080/10400419409534507
  • Baer, J. (1996). The effect of task–specific divergent–thinking training. Journal of Creative Behavior, 30(3), 183−187, Doi: 10.1002/j.2162–6057.1996.tb00767.x
  • Baer, J. (2003). The impact of the core knowledge curriculum on creativity. Creativity Research Journal, 15(2, 3), 297−300, Doi: 10.1080/10400419.2003.9651422
  • Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the Consensual Assessment Technique to nonparallel creative products. Creativity Research Journal, 16(1), 113–117, Doi: 10.1207/s15326934crj1601_11
  • Bell, C., Russell, L. C., & Plotkin, R. (1998). Environmental learning and the study of extinction. Journal of Environment Educatino, 29(2), 4–10, DOI: 10.1080/00958969809599107
  • Berberoğlu, E.O. & Uygun, S. 2013b. Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin University Journal of the Faculty of Education, 9(2), 32–42.
  • Bogeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent german empirical contributions. Environmental Education Research, 12(1), 65–84.
  • Bogner, F.X. (1998). The influence of shortterm outdoor ecology education on long–term variables of environmental perspectives. Journal of Environmental Education, 29(4), 17–29.
  • Conti, R., Coon, H., & Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9(4), 385−389, Doi: 10.1207/s15326934crj0904_9
  • Cropley, A. J. (1997). More ways than one fostering creativity. 4th edt., Greenwood publishing.
  • Çetinkaya, Ç. (2013). Creative nature education program for gifted and talented students, Anthropologist, 16(3), 691–699.
  • Çukur, D. & Özgüner, H. (2008). Kentsel alanda çocuklara doğa bilinci kazandırmada oyun mekanı tasarımının rolü. Süleyman Demirel Üniversitesi Orman Fakültesi Dergisi, 2, 177–187.
  • Delaplane, K.S., & Mayer, D. F. (2000). Crop pollination by bees. Cambridge: CABI Publishing.
  • Dresner, M., & Gill, M. (1994). Environmental education at summer nature camp. Journal of Environmental Education, 25(3), 35–41.
  • Eunsook, H., & Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272–287, Doi: 10.1080/10400419.2010.503535
  • Farmer, J., Knapp, D., & Benton, M. G. (2007). An elementary school environmental education field trip: Long–term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33–42.
  • Feist, G. J. (2004). The Evolved Fluid Specificity of Human Creative Talent. R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From Potential to Realization (pp. 57–82). Washington, DC: American Psychological Association.
  • Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Book.
  • Guilford, J. P. (1966). Measurement and creativity, Theory into Practice, 5(4), 186– 202.
  • Han, K. (2003). Domain–specificity of creativity in young children: How quantitative and qualitative data support it. Journal of Creative Behavior, 37(2), 117−142, Doi: 10.1002/j.2162–6057.2003.tb00829.x
  • Hickey, M. (2001). An application of Amabile's consensual assessment technique for rating the creativity of children's musical compositions. Journal of Research in Music Education, 49, 234−244, Doi: 10.2307/3345709
  • Hocevar, D. (1980). Intelligence, divergent thinking and creativity, Intelligence, 4, 25–40.
  • Karataş, A. & Aslan, G. (2012). İlköğretim öğrencilerine çevre bilincinin kazandırılmasında çevre eğitiminin rolü: Ekoloji temelli yaz kampı projesi örneği. Zeitschrift für die Welt der Türken, 4(2), 259–276.
  • Kekeçoğlu, M., Rasgele, P. G., Acar, F., & Hayırsever, F. (2013). İlköğretim öğrencilerinde bal arısının çevre ve toplum için önemi hakkında farkındalık yaratılması. Anadolu Doğa Bilimleri Dergisi 4(1), 60–78.
  • Kekeçoğlu, M., Rasgele, P. G., Akıllı, M., & Kambur, (2014). Sürdürülebilir çevre için arı farkındalığı yaratılmasında "arı biziz bal da bizdedir" projesinin yeri. Uludağ Arıcılık Dergisi, 14(2), 74–87.
  • Kösoğlu, M., Özdemir, A., Baysan, S., Vural, R.A., İnci, E., Kiraz, D. E., Gençsoylu, İ., Boz, Ö., Hazır, C., & Ertuğrul, F. (2011). Çine arıcılık müzesinde ekoloji temelli doğa eğitimi. Anadolu Doğa Bilimleri Dergisi, 2(2), 24–33.
  • Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18(4), 435–446, http://dx.doi.org/10.1207/s15326934crj1804_3
  • Palmerg, I. E. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environment Education 31(4), 32–36, DOI:10.1080/00958960009598649
  • Özdemir, O. (2010). The Effects of nature–based environmental education on environmental perception and behavior of primary school students. Pamukkale Journal of Faculty of Education, 27, 125–138.
  • Özbek, H. 2002. Arılar ve doğa. Uludağ Arıcılık Dergisi, 3, 22–25.
  • Runco, M. A. (2007). Creativity, Theories and Themes: Research, Development, and Practice. Elsevier Academic Press.
  • Rose, L. H.,& Lin, H. T. (1984). A meta–analysis of long–term creativity training. The Journal of Creative Behavior, 18(1), 11–22. http://dx.doi.org/10.1002/j.2162–6057.1984.tb00985.x
  • Sak, U., & Oz, O. (2010). The effectiveness of the Creative Reversal Act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5 (1), 33–39.
  • Scott, G., Leritz, L. E.,& Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. http://dx.doi.org/10.1207/s15326934crj1604_1
  • Şahin, F. (2014). The effectiveness of mentoring strategy for developing the creative potential of the gifted and non–gifted students. Thinking Skills and Creativity, 14, 47–55, DOI: 10.1016/j.tsc.2014.07.002
  • Torrance, E. P. (1972). Can we teach children to think creatively? Journal of Creative Behavior, 6(2), 114–143.
  • Torrance, E. P. (2008). The Torrance Tests of Creative Thinking: Norms–technical manual. Bensenville, IL: Scholastic Testing Service.
  • Yörük, A. & Şahinler, N. (2013). Küresel ısınmanın bal arıları üzerine olası etkileri. Uludağ Arıcılık Dergisi, 13(2), 79–87.
  • http://epi.yale.edu/epi/country–profile/turkey.

Year 2016, Volume: 12 Issue: 3, 484 - 500, 21.04.2016

Feyzullah Şahin , Meral Kekeçoğlu , Pınar Göç Rasgele , Merve Kambur

Abstract

References

  • KAYNAKÇA
  • Akay, C. 2013. Ortaokul öğrencilerinin yaparak–yaşayarak öğrenme temelli TÜBİTAK 4004 Bilim Okulu Projesi sonrası bilim kavramına yönelik görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 326–338.
  • Amabile, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. Colarado, Boulder: Westview.
  • Aydın, E. (2006). Etki büyüklüğü kavramı ve matematik eğitimi araştırmalarında uygulanması. Türkiye İstatistik Kurumu (TÜİK) 15.nci İstatistik Araştırma Sempozyumu Bildiriler Kitabı, Ankara, 380–388.
  • Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4(1), 23−39, Doi: 10.1080/10400419109534371
  • Baer, J. (1994). Divergent thinking is not a general trait: A multi–domain thinking experiment. Creativity Research Journal, 7(1), 35−46, Doi: 10.1080/10400419409534507
  • Baer, J. (1996). The effect of task–specific divergent–thinking training. Journal of Creative Behavior, 30(3), 183−187, Doi: 10.1002/j.2162–6057.1996.tb00767.x
  • Baer, J. (2003). The impact of the core knowledge curriculum on creativity. Creativity Research Journal, 15(2, 3), 297−300, Doi: 10.1080/10400419.2003.9651422
  • Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the Consensual Assessment Technique to nonparallel creative products. Creativity Research Journal, 16(1), 113–117, Doi: 10.1207/s15326934crj1601_11
  • Bell, C., Russell, L. C., & Plotkin, R. (1998). Environmental learning and the study of extinction. Journal of Environment Educatino, 29(2), 4–10, DOI: 10.1080/00958969809599107
  • Berberoğlu, E.O. & Uygun, S. 2013b. Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin University Journal of the Faculty of Education, 9(2), 32–42.
  • Bogeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: Recent german empirical contributions. Environmental Education Research, 12(1), 65–84.
  • Bogner, F.X. (1998). The influence of shortterm outdoor ecology education on long–term variables of environmental perspectives. Journal of Environmental Education, 29(4), 17–29.
  • Conti, R., Coon, H., & Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9(4), 385−389, Doi: 10.1207/s15326934crj0904_9
  • Cropley, A. J. (1997). More ways than one fostering creativity. 4th edt., Greenwood publishing.
  • Çetinkaya, Ç. (2013). Creative nature education program for gifted and talented students, Anthropologist, 16(3), 691–699.
  • Çukur, D. & Özgüner, H. (2008). Kentsel alanda çocuklara doğa bilinci kazandırmada oyun mekanı tasarımının rolü. Süleyman Demirel Üniversitesi Orman Fakültesi Dergisi, 2, 177–187.
  • Delaplane, K.S., & Mayer, D. F. (2000). Crop pollination by bees. Cambridge: CABI Publishing.
  • Dresner, M., & Gill, M. (1994). Environmental education at summer nature camp. Journal of Environmental Education, 25(3), 35–41.
  • Eunsook, H., & Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272–287, Doi: 10.1080/10400419.2010.503535
  • Farmer, J., Knapp, D., & Benton, M. G. (2007). An elementary school environmental education field trip: Long–term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33–42.
  • Feist, G. J. (2004). The Evolved Fluid Specificity of Human Creative Talent. R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From Potential to Realization (pp. 57–82). Washington, DC: American Psychological Association.
  • Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Book.
  • Guilford, J. P. (1966). Measurement and creativity, Theory into Practice, 5(4), 186– 202.
  • Han, K. (2003). Domain–specificity of creativity in young children: How quantitative and qualitative data support it. Journal of Creative Behavior, 37(2), 117−142, Doi: 10.1002/j.2162–6057.2003.tb00829.x
  • Hickey, M. (2001). An application of Amabile's consensual assessment technique for rating the creativity of children's musical compositions. Journal of Research in Music Education, 49, 234−244, Doi: 10.2307/3345709
  • Hocevar, D. (1980). Intelligence, divergent thinking and creativity, Intelligence, 4, 25–40.
  • Karataş, A. & Aslan, G. (2012). İlköğretim öğrencilerine çevre bilincinin kazandırılmasında çevre eğitiminin rolü: Ekoloji temelli yaz kampı projesi örneği. Zeitschrift für die Welt der Türken, 4(2), 259–276.
  • Kekeçoğlu, M., Rasgele, P. G., Acar, F., & Hayırsever, F. (2013). İlköğretim öğrencilerinde bal arısının çevre ve toplum için önemi hakkında farkındalık yaratılması. Anadolu Doğa Bilimleri Dergisi 4(1), 60–78.
  • Kekeçoğlu, M., Rasgele, P. G., Akıllı, M., & Kambur, (2014). Sürdürülebilir çevre için arı farkındalığı yaratılmasında "arı biziz bal da bizdedir" projesinin yeri. Uludağ Arıcılık Dergisi, 14(2), 74–87.
  • Kösoğlu, M., Özdemir, A., Baysan, S., Vural, R.A., İnci, E., Kiraz, D. E., Gençsoylu, İ., Boz, Ö., Hazır, C., & Ertuğrul, F. (2011). Çine arıcılık müzesinde ekoloji temelli doğa eğitimi. Anadolu Doğa Bilimleri Dergisi, 2(2), 24–33.
  • Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18(4), 435–446, http://dx.doi.org/10.1207/s15326934crj1804_3
  • Palmerg, I. E. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environment Education 31(4), 32–36, DOI:10.1080/00958960009598649
  • Özdemir, O. (2010). The Effects of nature–based environmental education on environmental perception and behavior of primary school students. Pamukkale Journal of Faculty of Education, 27, 125–138.
  • Özbek, H. 2002. Arılar ve doğa. Uludağ Arıcılık Dergisi, 3, 22–25.
  • Runco, M. A. (2007). Creativity, Theories and Themes: Research, Development, and Practice. Elsevier Academic Press.
  • Rose, L. H.,& Lin, H. T. (1984). A meta–analysis of long–term creativity training. The Journal of Creative Behavior, 18(1), 11–22. http://dx.doi.org/10.1002/j.2162–6057.1984.tb00985.x
  • Sak, U., & Oz, O. (2010). The effectiveness of the Creative Reversal Act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5 (1), 33–39.
  • Scott, G., Leritz, L. E.,& Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. http://dx.doi.org/10.1207/s15326934crj1604_1
  • Şahin, F. (2014). The effectiveness of mentoring strategy for developing the creative potential of the gifted and non–gifted students. Thinking Skills and Creativity, 14, 47–55, DOI: 10.1016/j.tsc.2014.07.002
  • Torrance, E. P. (1972). Can we teach children to think creatively? Journal of Creative Behavior, 6(2), 114–143.
  • Torrance, E. P. (2008). The Torrance Tests of Creative Thinking: Norms–technical manual. Bensenville, IL: Scholastic Testing Service.
  • Yörük, A. & Şahinler, N. (2013). Küresel ısınmanın bal arıları üzerine olası etkileri. Uludağ Arıcılık Dergisi, 13(2), 79–87.
  • http://epi.yale.edu/epi/country–profile/turkey.
There are 44 citations in total.

Details

Journal Section Makaleler
Authors

Feyzullah Şahin

Meral Kekeçoğlu

Pınar Göç Rasgele

Merve Kambur This is me

Publication Date April 21, 2016
Submission Date September 18, 2015
Published in Issue Year 2016 Volume: 12 Issue: 3

Cite

APA Şahin, F., Kekeçoğlu, M., Göç Rasgele, P., Kambur, M. (2016). The Effect of Honey Bee-Themed Nature Training Program on Students’ Levels of Knowledge and Scientific Creativity / Bal Arısı Temalı Doğa Eğitimi Programının Öğrencilerin Bilgi Ve Bilimsel Yaratıcılık Düzeyine Etkisi. Eğitimde Kuram Ve Uygulama, 12(3), 484-500.