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Year 2016, Volume: 12 Issue: 1, 358 - 371, 31.01.2016

Abstract

References

  • Acar, S. ve Oğurlu, U. (2009). Başarı ile yakınsak ve ıraksak düşünme arasındaki ilişki [The relationship between convergent and divergent thinking with the success], XVIII. Ulusal Eğitim Bilimleri Kurultayı, 13 Ekim 2009, Ege Üniversitesi, İzmir.
  • Amabile, T.M. (1988). “A Model of Creativity and Innovation in Organizations.” In B.M. Straw and L.L. Cummings (Eds.). Research in Organizational Behaviour, 10. Greenwich, CT: JAI Press, 123-167.
  • Amabile, T. M. (2001). Beyond talent: John Irving and the passionate craft of creativity. The American Psychologist, 56, 333-336.
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos uygulamaları [The introduction of structural equation modeling: Amos applications], Bursa: Ezgi Kitapevi.
  • Bollen, K.A. (2007). An overview of structural equation models with latent variables, The Miami University Symposium on Computational Research, March 1-2. Miami University, Oxford, UK.
  • Boone, L.W. and Hollingsworth, A.T. (1990). “Creative thinking in business organizations”. Review of Business, Fall Issue:1-6.
  • Büyüköztürk, Ş. (2002). Veri analizi el kitabı [The manual of data analysis], Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş.; Çakmak, E.K.; Akgün, Ö.E.; Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemler [Scientific research methods], 3. Baskı, Ankara: Pegem Akademi.
  • Clapham, M. M. (1997). Ideational skills training: A key element in creativity training program. Creativity Research Journal, 10, 33-44.
  • Clapham, M.M. (2004). The convergent validity of the Torrance test of creative thinking and creativity interest inventories. Educational and Psychological Measurement, 64, 828-841.
  • Collins Cobuild, (1994). English language dictionary, England: Harper Collins Publishers.
  • Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report of the 40-year follow-up on the Torrance test of creative thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283-291.
  • Cropley, A. J. (1990). Creativity and mental health. Creativity Research Journal, 3, 167-178.
  • Csikszentmihalyi, M., & Epstein, R. (1999). A creative dialogue. Psychology Today, 58-61.
  • Daniels, R. R. (1987). Fostering creative behavior attitudes among university men. Journal of Creative Child and Adult Quarterly, 12, 277-293.
  • De Bono, D. (1968). New think: The use of lateral thinking in the generation of new ideas. New York: Basics books.
  • De Bono, D. (1977). Information processing and new ideas-lateral and vertical thinking. In S. J. Parnes, R.; B. Noller, and A. M. Biondi (Eds.) Guide to creative action: Revised edition of creative behavior guidebook. New York: Scribner’s.
  • De Bono, D. (1990). Lateral Thinking: A Textbook of Creativity. London: Penguin Books.
  • De Bono, E. (1999). Altı Şapkalı Düşünme Tekniği (Çev. E.Tuzcular). İstanbul: Remzi Kitabevi.
  • De Bono, (2011). Lateral thinking, email response: edwdebono@msn.com via patricia hills paddyhills@hotmail.com. Tue, May 31, 2011 3:24:35 PM.
  • Dempsey, N.S. (2007). The challenges of divergent thinking in curriculum, Master of Educetion Thesis, University of Manitoba, Winnipeg, Manitoba.
  • Ergeneli, A. ve Özyurda, M. (1996). Çalışanların yaratıcılıklarına imkan veren liderlik stili algıları ile yöneticilerin ıraksak düşünme becerisinin ilişkisi [The relationship of employees' perceptions of leadership style that allows their creativity with divergent thinking skills of managers]. Amme İdaresi Dergisi, 29 (1), 135-144.
  • Fisher, R. (2005). Teaching Children to think, 2nd edition, London: Nelson Thornes.
  • Fleenor, J. W., & Taylor, S. (1994). Construct validity of three self report measures of creativity. Creativity Research Journal, 5, 464-470.
  • Florida, R. (2002). The rise of the creative class and how it’s transforming work, leisure, community, and everyday life. New York, NY: Basic Books.
  • Gardner, H. (2004). Zihin çerçeveleri: Çoklu zeka kuramı [Frames of mind: The theory of multiple intelligences}, İstanbul: ALFA Basım Yayını.
  • Gough, H. G. (1979). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37, 1398-1405.
  • Guilford, J.P. (1977). Way beyond the IQ. Great Neck, N.Y.: Creative Education Foundation.
  • Halpern, D. F. (1997). Critical thinking across the curriculum: A brief edition of thought and knowledge, London: LEA Publishers.
  • Halpern, D. F. (2009). Thought and knowledge: An introduction to critical thinking, Fourth edition, New York: Psychology Pres.
  • Hu, W. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
  • Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri [Scientific research and statistical techniques], Ankara: Tekışık Web Ofset Tesisleri.
  • Karpova, E.; Marcketti, S.B. and Barker, J. (2011). The Efficacy of Teaching Creativity: Assessment of Student Creative Thinking Before and After Exercises. Clothing & Textiles Research Journal, 29(1) 52-66.
  • Karasar, N. (1995). Bilimsel araştırma yöntemi [Scientific research method], 7. Basım, Ankara: Alkım Yayınevi.
  • Kelly, K. E. (2004). A brief measure of creativity among college students. College Student Journal, 38, 11-16.
  • Kline, R. B. (1998). Principal and practice of structural equation modeling. New York: The Guilford Press.
  • Lonergan, D. C., Scott, G. M., & Mumford, M. D. (2004). Evaluative aspects of creative thought: Effects of appraisal and revision standards. Creativity Research Journal, 16, 231-246.
  • Michalko, M. (2006). Thinkertoys. Toronto, ON: Ten Speed Press
  • Milgram, R. M. (1990). Creativity: An idea whose time has come and gone? In M. A. Runco & R. S. Albert(Eds.), Theories of creativity (pp. 215-233). Newbury Park, CA: SAGE.
  • Moir, P.E (1986). Training continuing educators for divergent thinking (lateral thinking). Unpublished Ph.D. Thesis, University of Washington, PQDT.
  • Nystron, H. (1979). Creativity and innovation. New York : John Wiley and Sons.
  • Onargan, T.; Cöcen, İ.; Akar, A.; Tatar Ç.; Köktürk, U.; Mordoğan, H. ve Batar, T. (2004). Maden mühendisliği eğitiminde probleme dayalı öğretim (PDÖ) için yapılanma modeli [A structuring model for the problem-based teaching (PBT) in mining engineering education]. I.Ulusal Mühendislik Kongresi, 20-21 Mayıs 2004, Eski Foça, İzmir.
  • Reiter-Palmon, R., Mumford, M. D., & Threlfall, K. U. (1998). Solving everyday problems creatively: The role of problem construction and personality type. Creativity Research Journal, 11, 187-198.
  • Rıza, E. T. (2000). Kalıplaşma ve yaratıcılık. Yaşadıkça Eğitim. 65, 4-7.
  • Runco, M.A. (1986). “Divergent thinking and creativity performans in gifted and noggifted children”. Educational and Psychological Measurement, 46, 375-384.
  • Runco, M. A., & Okuda, S. M. (1991).The instructional enhancement of the ideational originality and flexibility scores of divergent thinking tests. Applied Cognitive Psychology, 5, 435-441.
  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361-388.
  • Segars, A. H., & Grover, V. (1993). Re-examining perceived ease of use and usefulness:A confirmatory factor analysis. MIS Quarterly, 17(4), 517-525.
  • Sönmez, V. ve Alacapınar, F.G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri [Exemplified scientific research methods], Ankara: ANI Yayıncılık.
  • Sungur, N. (1997). Yaratıcı Düşünce [Creative Thinking] (2. Basım). İstanbul: Evrim Yayınevi.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and practices]. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi [Attitude measurement and data analysis with SPSS], Ankara: Nobel Yayınevi.
  • Tezcan, C. (2008). Yapısal eşitlik modelleri [Structural equation models], Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Torrance E. P. (1968). Education and Creative Potential: Modern School Practices Series (5). Minneapolis: The University of Minnesota Press.
  • Torrance, P. E., & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23, 136-145.
  • Torrance E. P. (1995). Why to Fly? A Philosophy of Creativity. New Jersey, Norwood: Alex.
  • Turgut, M.F. ve Baykul, Y. (1992). Ölçekleme teknikleri [Scaling techniques], Ankara: ÖSYM Yayınları.
  • UYTES (1995). SPSS Bilgisayar Paket Kullanma Kursu Ders Notları [Using SPSS Computer Package Course Notes] (Nisan 1995), (Uluslarası İleri Teknoloji Sistemleri), Elazığ: Ders Notu.
  • Üstündağ, T. (2002). Yaratıcılığa yolculuk [Creativity trip], Ankara: Pegem Yayıncılık.
  • Vural, C.T. (2008). Sosyal bilgiler eğitiminde yaratıcı düşünme: Yeni ilköğretim programı beşinci sınıf sosyal bilgiler öğretiminde kullanılan etkinliklerin yaratıcılığı geliştirmesi açısından değerlendirilmesi [Creative thinking in social studies education: The evaluation to develop creativity used in teaching fifth grade social studies activities in the new primary education curriculum]. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • White, W.F. (1990). “Divergent thinking vs. convergent thinking a GT anomaly”. Education, 111, 208-213.
  • Yanpar Yelken, T. (2009). Öğretmen adaylarının portfolyoları üzerinde grup olarak yaratıcılık temelli materyal geliştirmenin etkileri [The efffects of creativity based material development on a portfolio of teacher candidates as a group]. Eğitim ve Bilim/Education and Science, 34(153), 83-98.

Developing A Lateral Thinking Disposition (Latd) Scale: A Validity and Reliability Study/Yanal Düşünme Eğilimi (YADE) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2016, Volume: 12 Issue: 1, 358 - 371, 31.01.2016

Abstract

This research aims to develop a lateral thinking disposition (LATD) scale. The survey method was used throughout the study. In practice, it was studied with 908 students. According to the factor analyses results, KMO value of LATD scale has been found to be 0.794 and the value of Barlett test has been found to be 1585.363 (Sd= 36, p=0.000). LATD scale is a unidimensional scale which explains 46.637% of the total variance. The analysis results of LATD scale is seen to change between 0.41-0.70 of factor loading and between 0.474-0.668 of item-total correlations. It was found out that test-retest correlation was 0.771 and correlation coefficient between two half- points was 0.685. Cronbach Alpha Coefficient of LATD scale has been found to be 0.754. The scale consists of 9 items. According to these results, the scale can be claimed to be valid and reliable. Having proved to be valid and reliable, the LATD scale has gone through confirmatory factor analysis with the help of AMOS program (Chi-square = 6,744, Sd = 16, GFI = 0.998, CFI = 1.000, RMSEA = 0.000). According to these results, the scale is found to be appropriate to be applied to the faculty of education students.

Key words: Lateral thinking, lateral thinking disposition, validity, reliability, scale development.

References

  • Acar, S. ve Oğurlu, U. (2009). Başarı ile yakınsak ve ıraksak düşünme arasındaki ilişki [The relationship between convergent and divergent thinking with the success], XVIII. Ulusal Eğitim Bilimleri Kurultayı, 13 Ekim 2009, Ege Üniversitesi, İzmir.
  • Amabile, T.M. (1988). “A Model of Creativity and Innovation in Organizations.” In B.M. Straw and L.L. Cummings (Eds.). Research in Organizational Behaviour, 10. Greenwich, CT: JAI Press, 123-167.
  • Amabile, T. M. (2001). Beyond talent: John Irving and the passionate craft of creativity. The American Psychologist, 56, 333-336.
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos uygulamaları [The introduction of structural equation modeling: Amos applications], Bursa: Ezgi Kitapevi.
  • Bollen, K.A. (2007). An overview of structural equation models with latent variables, The Miami University Symposium on Computational Research, March 1-2. Miami University, Oxford, UK.
  • Boone, L.W. and Hollingsworth, A.T. (1990). “Creative thinking in business organizations”. Review of Business, Fall Issue:1-6.
  • Büyüköztürk, Ş. (2002). Veri analizi el kitabı [The manual of data analysis], Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş.; Çakmak, E.K.; Akgün, Ö.E.; Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemler [Scientific research methods], 3. Baskı, Ankara: Pegem Akademi.
  • Clapham, M. M. (1997). Ideational skills training: A key element in creativity training program. Creativity Research Journal, 10, 33-44.
  • Clapham, M.M. (2004). The convergent validity of the Torrance test of creative thinking and creativity interest inventories. Educational and Psychological Measurement, 64, 828-841.
  • Collins Cobuild, (1994). English language dictionary, England: Harper Collins Publishers.
  • Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report of the 40-year follow-up on the Torrance test of creative thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283-291.
  • Cropley, A. J. (1990). Creativity and mental health. Creativity Research Journal, 3, 167-178.
  • Csikszentmihalyi, M., & Epstein, R. (1999). A creative dialogue. Psychology Today, 58-61.
  • Daniels, R. R. (1987). Fostering creative behavior attitudes among university men. Journal of Creative Child and Adult Quarterly, 12, 277-293.
  • De Bono, D. (1968). New think: The use of lateral thinking in the generation of new ideas. New York: Basics books.
  • De Bono, D. (1977). Information processing and new ideas-lateral and vertical thinking. In S. J. Parnes, R.; B. Noller, and A. M. Biondi (Eds.) Guide to creative action: Revised edition of creative behavior guidebook. New York: Scribner’s.
  • De Bono, D. (1990). Lateral Thinking: A Textbook of Creativity. London: Penguin Books.
  • De Bono, E. (1999). Altı Şapkalı Düşünme Tekniği (Çev. E.Tuzcular). İstanbul: Remzi Kitabevi.
  • De Bono, (2011). Lateral thinking, email response: edwdebono@msn.com via patricia hills paddyhills@hotmail.com. Tue, May 31, 2011 3:24:35 PM.
  • Dempsey, N.S. (2007). The challenges of divergent thinking in curriculum, Master of Educetion Thesis, University of Manitoba, Winnipeg, Manitoba.
  • Ergeneli, A. ve Özyurda, M. (1996). Çalışanların yaratıcılıklarına imkan veren liderlik stili algıları ile yöneticilerin ıraksak düşünme becerisinin ilişkisi [The relationship of employees' perceptions of leadership style that allows their creativity with divergent thinking skills of managers]. Amme İdaresi Dergisi, 29 (1), 135-144.
  • Fisher, R. (2005). Teaching Children to think, 2nd edition, London: Nelson Thornes.
  • Fleenor, J. W., & Taylor, S. (1994). Construct validity of three self report measures of creativity. Creativity Research Journal, 5, 464-470.
  • Florida, R. (2002). The rise of the creative class and how it’s transforming work, leisure, community, and everyday life. New York, NY: Basic Books.
  • Gardner, H. (2004). Zihin çerçeveleri: Çoklu zeka kuramı [Frames of mind: The theory of multiple intelligences}, İstanbul: ALFA Basım Yayını.
  • Gough, H. G. (1979). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37, 1398-1405.
  • Guilford, J.P. (1977). Way beyond the IQ. Great Neck, N.Y.: Creative Education Foundation.
  • Halpern, D. F. (1997). Critical thinking across the curriculum: A brief edition of thought and knowledge, London: LEA Publishers.
  • Halpern, D. F. (2009). Thought and knowledge: An introduction to critical thinking, Fourth edition, New York: Psychology Pres.
  • Hu, W. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
  • Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri [Scientific research and statistical techniques], Ankara: Tekışık Web Ofset Tesisleri.
  • Karpova, E.; Marcketti, S.B. and Barker, J. (2011). The Efficacy of Teaching Creativity: Assessment of Student Creative Thinking Before and After Exercises. Clothing & Textiles Research Journal, 29(1) 52-66.
  • Karasar, N. (1995). Bilimsel araştırma yöntemi [Scientific research method], 7. Basım, Ankara: Alkım Yayınevi.
  • Kelly, K. E. (2004). A brief measure of creativity among college students. College Student Journal, 38, 11-16.
  • Kline, R. B. (1998). Principal and practice of structural equation modeling. New York: The Guilford Press.
  • Lonergan, D. C., Scott, G. M., & Mumford, M. D. (2004). Evaluative aspects of creative thought: Effects of appraisal and revision standards. Creativity Research Journal, 16, 231-246.
  • Michalko, M. (2006). Thinkertoys. Toronto, ON: Ten Speed Press
  • Milgram, R. M. (1990). Creativity: An idea whose time has come and gone? In M. A. Runco & R. S. Albert(Eds.), Theories of creativity (pp. 215-233). Newbury Park, CA: SAGE.
  • Moir, P.E (1986). Training continuing educators for divergent thinking (lateral thinking). Unpublished Ph.D. Thesis, University of Washington, PQDT.
  • Nystron, H. (1979). Creativity and innovation. New York : John Wiley and Sons.
  • Onargan, T.; Cöcen, İ.; Akar, A.; Tatar Ç.; Köktürk, U.; Mordoğan, H. ve Batar, T. (2004). Maden mühendisliği eğitiminde probleme dayalı öğretim (PDÖ) için yapılanma modeli [A structuring model for the problem-based teaching (PBT) in mining engineering education]. I.Ulusal Mühendislik Kongresi, 20-21 Mayıs 2004, Eski Foça, İzmir.
  • Reiter-Palmon, R., Mumford, M. D., & Threlfall, K. U. (1998). Solving everyday problems creatively: The role of problem construction and personality type. Creativity Research Journal, 11, 187-198.
  • Rıza, E. T. (2000). Kalıplaşma ve yaratıcılık. Yaşadıkça Eğitim. 65, 4-7.
  • Runco, M.A. (1986). “Divergent thinking and creativity performans in gifted and noggifted children”. Educational and Psychological Measurement, 46, 375-384.
  • Runco, M. A., & Okuda, S. M. (1991).The instructional enhancement of the ideational originality and flexibility scores of divergent thinking tests. Applied Cognitive Psychology, 5, 435-441.
  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361-388.
  • Segars, A. H., & Grover, V. (1993). Re-examining perceived ease of use and usefulness:A confirmatory factor analysis. MIS Quarterly, 17(4), 517-525.
  • Sönmez, V. ve Alacapınar, F.G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri [Exemplified scientific research methods], Ankara: ANI Yayıncılık.
  • Sungur, N. (1997). Yaratıcı Düşünce [Creative Thinking] (2. Basım). İstanbul: Evrim Yayınevi.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and practices]. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi [Attitude measurement and data analysis with SPSS], Ankara: Nobel Yayınevi.
  • Tezcan, C. (2008). Yapısal eşitlik modelleri [Structural equation models], Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Torrance E. P. (1968). Education and Creative Potential: Modern School Practices Series (5). Minneapolis: The University of Minnesota Press.
  • Torrance, P. E., & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23, 136-145.
  • Torrance E. P. (1995). Why to Fly? A Philosophy of Creativity. New Jersey, Norwood: Alex.
  • Turgut, M.F. ve Baykul, Y. (1992). Ölçekleme teknikleri [Scaling techniques], Ankara: ÖSYM Yayınları.
  • UYTES (1995). SPSS Bilgisayar Paket Kullanma Kursu Ders Notları [Using SPSS Computer Package Course Notes] (Nisan 1995), (Uluslarası İleri Teknoloji Sistemleri), Elazığ: Ders Notu.
  • Üstündağ, T. (2002). Yaratıcılığa yolculuk [Creativity trip], Ankara: Pegem Yayıncılık.
  • Vural, C.T. (2008). Sosyal bilgiler eğitiminde yaratıcı düşünme: Yeni ilköğretim programı beşinci sınıf sosyal bilgiler öğretiminde kullanılan etkinliklerin yaratıcılığı geliştirmesi açısından değerlendirilmesi [Creative thinking in social studies education: The evaluation to develop creativity used in teaching fifth grade social studies activities in the new primary education curriculum]. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • White, W.F. (1990). “Divergent thinking vs. convergent thinking a GT anomaly”. Education, 111, 208-213.
  • Yanpar Yelken, T. (2009). Öğretmen adaylarının portfolyoları üzerinde grup olarak yaratıcılık temelli materyal geliştirmenin etkileri [The efffects of creativity based material development on a portfolio of teacher candidates as a group]. Eğitim ve Bilim/Education and Science, 34(153), 83-98.
There are 62 citations in total.

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Çetin Semercı

Publication Date January 31, 2016
Submission Date January 20, 2016
Published in Issue Year 2016 Volume: 12 Issue: 1

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APA Semercı, Ç. (2016). Developing A Lateral Thinking Disposition (Latd) Scale: A Validity and Reliability Study/Yanal Düşünme Eğilimi (YADE) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Eğitimde Kuram Ve Uygulama, 12(1), 358-371.