Research Article
BibTex RIS Cite
Year 2020, Volume: 7 Issue: 2, 62 - 80, 30.12.2020
https://doi.org/10.33200/ijcer.723894

Abstract

References

  • *Akar, İ., & Şengil Akar, Ş. (2013). The effectiveness of the creative reversal act (creact) on students’ creative thinking: further evidence from Turkey. The Turkish Online Journal of Educational Technology, 12(4), 183-191.
  • Akbulut, G. (2004). Geography teaching and creative thinking. C.Ü. Sosyal Bilimler Dergisi, 28(2), 215-223.
  • Akkaya, M. (2019). The effects of research inquiry-based teaching on scientific process skills: A national meta analysıs study. Ağrı İbrahim Çeçen University. Master Dissertation, Institute of Science, Ağrı.
  • *Akkılıç, G. (2018). Investigation of the effect of activities based on six thinking hats technique in a philosophy class on creativity, critical thinking and academic self-efficacy. Atatürk University. Master Dissertation, Institute of Educational Sciences, Erzurum.
  • *Akran, K. S., & Aşıroğlu, S. (2018). The effect of writing circle technique on prospective teachers’ creative thinking skills. Inonu University Journal of the Graduate School of Education, 5(10). *Aksoy, M. (2018). Investigation of the effects of block play on children’s creativity. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Aktamış, H., Hiğde, E., & Özden, B. (2016). Effects of the ınquiry-based learning method on students’ achievement, science process skills and attitudes towards science: a meta-analysis science. Journal of Turkish Science Education, 13(4), 248-261.
  • *Akyürek Tay, B. (2019). The effect of patterned case method with band caricatures on success, permanence and creative thinkıng skills in social studies course. Gazi University, PhD Dissertation, Institute of Educational Sciences, Ankara.
  • *Altındağ, C., Göksel, Ç., Koray, Ö., & Koray, A. (2012). The effect of science and technology laboratory applications based on critical and creative thinking on problem solving and creativity. X.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Niğde: Türkiye (27-30 Haziran 2012)
  • *Aras, R. (2018). Secondary school 6. grade social studies in problem based learning approach the effect of higher-order thinkıng skills and creativity level. Erzincan Binali Yıldırım University, Master Dissertation, Institute of Social Sciences, Erzincan.
  • *Arkan Sezgin, K. & Baysal, Z. N. (2019). Examining the effects of thinking skills program developed for the primary school 3rd-grade students on their creativity levels. HAYEF: Journal of Education, 16(1); 19-47.APA (1997). Learner-centered psychological principles: A framework for school redesign and reform. Retrieved from https://www.apa.org/ed/ governance/bea/learner-centered.pdf.
  • Arık, S. & Yılmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic. Journal of Environmental Education, 10(2), 44-84.
  • Aşık, Z., & Özen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13(2), 232-240.
  • Atay, Z. (2009). Okul öncesi eğitim kurumlarına devam eden 5-6 yaş öğrencilerinin yaratıcılık düzeylerinin yaş, cinsiyet ve ebeveyn eğitim durumlarına göre incelenmesi [Investigation of the creativity levels of 5-6 year old students attending preschool education ınstitutions according to age, gender and parental education status], Master Dissertation, Selçuk University, Konya
  • *Atalay, Z. Ö. (2014). The effect of differentiated social studies instruction on gifted students' academic achievement, attitudes, critical thinking and creativity. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Avcu, Y. E. (2014). The effect of creative thinking activities on students' creative thinking and academic achievement “Geography Lesson Example”. Çanakkale Onsekiz Mart University. Master Dissertation, Institute of Educational Sciences, Çanakkale.
  • Ayaz, M. F. (2014). The effect of the project-based learning approach on the academic achievements of the students in science lesson and their attitudes towards science lesson: A meta-analysis study. Dicle University. PhD Dissertation, Institute of Educational Sciences, Diyarbakır.
  • Ayaz, M. F. (2015). The effect of 5E learning model on the attitudes towards lessons of the students: A meta-analysis study. Electronic Journal of Education Sciences. 4(7), 29-50.
  • Ayaz, M. F. & Şekerci, H. (2016). The effect of constructivist learning approach to attitudes of the students towards lessons: A meta-analysis study. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 47, 46-63. Retrieved from https://dergipark.org.tr/tr/pub/dpusbe/issue/26801/286166
  • *Aydın, Z. (2011). The effects of active learning activities on the 6th graders’ attitude towards mathematics classes and their creative thinking abilities. Gaziantep University, Master Dissertation, Institute of Social Sciences, Gaziantep.
  • *Bacak, S. (2008). The effect of story-based learning approach on academic success and creativity of 5th grade social sciences course. Celal Bayar University, Master Dissertation, Institute of Social Sciences, Manisa.
  • Bakioğlu, A. & Özcan, Ş. (2016). Meta Analysis. Ankara: Nobel Academy Publishing.
  • Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16, 1833–1864.
  • *Başkök, B. (2012). Investigation of the effect of creative writing studies on the seven grade students on the creativities and attitude of Turkish courses. Akdeniz University, Master Dissertation, Institute of Social Sciences, Antalya.
  • Başol, G., Doğuyurt, M. F., & Demir, S. (2016). A content analysis and methodological evaluation of meta-analyses on Turkish samples. International Journal of Human Sciences, 13(1), 714-745.
  • *Batdal Karaduman, G. (2012). The effect of differentiation geometry teaching on creative thinking, spatial ability level and access for primary school 5th grade gifted students. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • Batdı, V. (2014). The effect of activity-based learning approach on academic achievement (A meta-analytic and thematic study). e-International Journal of Educational Research, 5(3), 39-55.
  • Batdı, V. (2014b). The effect of blended learning environments on students’ academic achievement: a meta-analysis study. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 287-302.
  • *Baylav Korkmaz, H. (2002). The effect of project based learning on creative thinking, problem solving and academic risk taking levels in science education. Hacettepe University, PhD Dissertation, Institute of Social Sciences, Ankara.
  • *Baz, B. (2019). The effect of the program based on the children's literature texts on the creative thinking skills of primary school students. Yıldız Teknik University, Master Dissertation. Institute of Social Sciences, İstanbul.
  • Becker, K & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5/6), 23-37.
  • Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15, 6–23.
  • Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Review of Educational Research, 87(2), 309-344.
  • *Biber, M. (2006). The effect of the discovering learning method on the creativity of elementary school students of 2nd stage mathematics course. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Biçer, N. (2017). The influence of student-centered methods in Turkish language instruction on academic success: A meta-analysis study. Universal Journal of Educational Research, 5(4), 687-69.
  • *Birinci, E. (2008). The effect of using project-based learning in adaptation and development of materials on teacher candidates’ critical thinking, creative thinking and scientific-process skills. Zonguldak Karaelmas University, Master Dissertation. Institute of Social Sciences, Zonguldak.
  • *Birişçi, S. & Karal, H. (2011). Effect of collaborative studies on prospective teachers’ creative thinking skills while designing computer based material. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2/Haziran), 203-219.
  • Blumberg, P. (2008). A guide to learner-centered teaching. San Francisco: Jossey-Bass.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2013). Meta-Analize Giriş. Çev. Serkan Dinçer, Ankara: Anı Yayıncılık.
  • Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.
  • Brown, M. N. & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teach. Higher Educ. 5(3), 301-309.
  • *Bulut, D. (2015). The effect of educational game design process on student’s creativity. Bahcesehir University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • *Camcı Erdoğan, S. (2014). The effect of differentiated science and technology instruction based on scientific creativity on gifted and talented students’ achievement, attitude and creativity. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • Camnalbur, M. & Mutlu Bayraktar, D. (2018). The effect of collaborative learning on academic achievement: A meta-analysis study. Journal of the Human and Social Sciences Researches, 7(2), 1149-1172.
  • Cantürk Günhan, B. (2016). The effect of drama based learning applied in turkey on success of mathematics: a meta-analysis study. International Online Journal of Educational Sciences, 8(2), 145-162.
  • Capar, G. & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Educational Sciences: Theory & Practice, 15(2), 553-559.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press, 7, 9.
  • Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37-50. DOI:10.1207/s15326934crj1701_4
  • Chung, N. & Ro, G. (2004). The Effect of problem-solving instruction on children’s creativity and self-efficacy in the teaching of the practical arts subject. The Journal of Technology Studies. 30(2), 116-122.
  • Cohen, J. (1988). Statistical power analysis for behavioral sciences (2nd ed.).Hillsdale, NY: Lawrence Erlbaum Associates.
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1 (3), 98-101.
  • Cooper, H. M. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Cruz, R. E., Lian, M. J. & Morreau, L. E. (1998) The effects of creative drama on social and oral language skills of children with learning disabilities. Youth Theatre Journal, 12(1), 89-95. DOI: 10.1080/08929092.1998.10012498
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • Çelik, S. (2013). The effect of alternative teaching methods used in elementary mathematics classes on academic success: A meta analysis study. Eskişehir Osmangazi University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • Çetin, Z., Üstündağ, A., Kerimoğlu, G. & Beyazıt, U. (2015). Examining the assessment tools used for creativity of children in Turkey and worldwıde. H.Ü. Sağlık Bilimleri Fakültesi Dergisi, 2(2), 30-49.
  • *Çetinkaya, Ç. (2014). The effect of gifted students’ creative problem solving program on creative thinking. Procedia - Social and Behavioral Sciences, 116(2014), 3722–3726.
  • Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game‐based learning types in English as a foreign language setting: A meta‐analysis. British journal of educational technology, 43(4), E104-E107.
  • Çırak-Kurt, S., Yıldırım, İ. & Cücük, E. (2018). The effects of blended learning on student achievement: a meta-analysis study. H. U. Journal of Education, 33(3), 776-802.
  • *Çoban, B. (2014). The effects of problem based learning to success, creativity and transfer skills of the students. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Çolakoğlu, S. (2018). The effect of the teaching of the circle topic on the creative thinking skills of 7th grade students with the geogebra software. Bayburt University, Master Dissertation, Institute of Social Sciences, Bayburt.
  • Dağyar, M. (2014). The effects of problem based learning on academic achievement: A meta-analysis study. Hacettepe University. PhD Dissertation, Institute of Educational Sciences, Ankara.
  • Darsih, E. (2018). Learner-centered learning: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. DOI: 10.25134/ieflj.v4i1.796.
  • Demir, S. & Başol, G. (2014). Effectiveness of computer-assisted mathematics education (came) over academic achievement: A meta-analysis study. Educational Sciences: Theory & Practice, 14(5), 2026-2035.
  • *Dere, Z. & Ömeroğlu, E. (2018). A study on the effects of creativity training program on creative behaviors of children. Cumhuriyet International Journal of Education, 7(1), 1-15. Doi:10.30703/cije.333901.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: PEGEM Akademi Yayıncılık.
  • Dochy, F., Segers, M., Bossche, P. & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13(5), 533-568.
  • Doğan, N. (2005). Creative thinking. Demirel Ö. (Ed.), New Trends in Education (2. Edition). Ankara: Pegem A.
  • Dollinger, S. J., Urban, K. K., & James, T. A. (2004). Creativity and openness: Further validation of two creative product measures. Creativity Research Journal, 16, 35-47.
  • Drapeau, P. (2014). Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving. ASCD Learn Teaching.
  • *Düzen, Ü. (2019). The effect of mathematical centered stem activities on the creative thinking skills of students and ınvestigation of student opinions. Bayburt University, Master Dissertation, Institute of Social Sciences, Bayburt.
  • *Ekinci Işık, D. (2007). The effect of project based learning on academic success, creative thinking, permanance attitude levels towards life study course in knowledge of life teaching. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Ellis, P. D. (2012). The essential guide to effect sizes (5th edition). Cambridge-UK: Cambridge University Press.
  • *Engin, G. A. (2019). The effect of integrated creative drama-art activities applied to 4-5 years old pre-school children on creative thinking skills. Ankara University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Erdamar, G., Ayataç, T., Demir, E. & Demir, F. (2015). The Effects of Constructivist Learning Approach on Academic Success of Students: A Meta-Analysis. Education in the 21st Century: Theory and Practice, St. Kliment Ohridski University Pres.
  • Erden, H., Aytaç, T. & Erden, A. (2016). Effect of Creative Drama on Students’ Academic Achievement: A Meta-Analysis Study. 2nd International Conference on Lifelong Education and Leadership for All, ICLEL 2016, July 21-23, 2016, Sakarya University&Liepaja University, Liepaja-LATVIA.
  • *Ersoy, E. & Başer, N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116(2014) 3494-3498.
  • Eskidemir, M. S. & Tezel, Ş. F. (2019). Creative thinking dispositions of the preschool teachers. OPUS Uluslararası Toplum Araştırmaları Dergisi, 13 (19) , 311-331.
  • *Eşsizoğlu, G. (2013). The effect of project based learning in social sciences on gifted students' achievement, critical thinking and creativity. Istanbul University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329.
  • Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299.
  • Galton, M., Hargreaves, L. & Pell, T. (2009). Group work and whole-class teaching with 11 to14 year olds compared. Cambridge J. Educ. 39(1), 119-140.
  • *Gizir Ergen, Z. (2013). A study on the effects of the project approach on the creativity of children attending preschool. Ankara University, PhD Dissertation, Institute of Science, Ankara.
  • *Gölcük, A. (2017). The effect of science education that is supported by scıentıfıc storıes on students’ creatıvıty and affectıve properties. Hacettepe University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Gözüyeşil, E. & Dikici, A. (2014). The effect of brain based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory & Practice, 14(2), 642-648.
  • *Güldemir, S. (2019). The effect of stem activities on creativity in pre-school education. Recep Tayyip Erdoğan University. Master Dissertation, Institute of Science, Rize.
  • *Günbatar, M. S. (2009). The effect of web-assisted problem-based learning on students 'creative thinking skills and attitudes. Yüzüncü Yıl University, Master Dissertation, Institute of Social Sciences, Van. * Gündoğan, A., Arı, M. & Gönen, M. (2013). The effect of drama on the creative ımagination of children in different age groups. Hacettepe University Journal of Education, 28(2), 206-220.
  • *Güner Yüksel, S. (2019). The effect of problem based learning method on students 'creative thinking and problem solving skills and academic achievements in social studies. Gaziantep University. Master Dissertation, Institute of Educational Sciences, Gaziantep.
  • Haase, J., Hoff, E. V., Hanel, P. H. P. & Innes-Ker, A. (2018) A meta- analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1-16.
  • *Hacıoğlu, Y. (2017). The effect of science, techology, engineering and mathematics (stem) education based activities on prospective science teachers’ critical and creative thinking skills. Gazi University, PhD Dissertation, Institute of Educational Sciences, Ankara.
  • Hartung, J., Knapp, G., & Sinha, B. K. (2008). Statistical meta-analysis with applications. New Jersey: Wiley Publishing Inc.
  • Hertzog, N. B. (2008). Ready for preschool. Prufrock Press, Waco: TX.
  • *Hızır, B. (2014). The effect of creative reading to creative thinking skill in primary and secondary school. Muğla Sıtkı Koçman University. Master Dissertation, Institute of Educational Sciences, Muğla.
  • Higgins, J. P., Thompson, S. G., Deeks, J. J., Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj. 327(7414), 557-60.
  • Hong, E. & Milgram, R. M. (2010) Creative thinking ability: Domain generality and specificity, Creativity Research Journal, 22(3), 272-287. DOI: 10.1080/10400419.2010.503535
  • Hsen-Hsing Ma (2009). The Effect Size of Variables Associated with Creativity: A Meta-Analysis. Creativity Research Journal, 21:1, 30-42.
  • Huedo-Medina, Tania; Sanchez-Meca, Julio; Marin-Martinez, Fulgencio; and Botella, Juan (2006). Assessing heterogeneity in meta-analysis: Q statistic or I2 index?". CHIP Documents. 19.
  • Internet: Prisma Checklist Turkish Version. WEB: Retrieved from http://www.prismastatement.org/documents/PRISMA%20Turkish%20checklist.pdf
  • *Işık, A. D. & Saygılı, G. (2015). The effect of learning creative development techniques on the skills of creative thinking. Bartin University Journal of Faculty of Education, Special Issue on XIV. International Participation Symposium of Primary School Teacher Education (21-23 May, 2015), 133 – 139.
  • *İkikat, U. (2019). The effect of enriched science course on the creative thoughts of primary school students. İstanbul Aydın University, Master Dissertation, Institute of Social Sciences, İstanbul.
  • *İşeri, Ş. (2010). Effect of class activities based on newspapers used in science and technology lessons on the attitude and creativity of students. Kocaeli University. Master Dissertation, Institute of Science, Kocaeli.
  • Johnson, D. W., Johnson, R. T. & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota, Minneapolis, Minnesota.
  • *Kanlı, E. & Emir, S. (2013). The Effect of problem based learning on gifted and normal students’ achievement and creativity levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2, December), 18-45.
  • Kaplan, A., Duran, M. & Baş, G. (2015). The effects of ınstruction based on multiple ıntelligence theory in mathematics course on academic achievement: A meta-analysis study. Mersin University Journal of the Faculty of Education, 11(3): 814-831.
  • *Kaplan Sayı, A. (2013). The effect of differentiated foreign language instructıon on gifted students' achievement, critical thinking and creativity. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Kar, T. (2010). The effects of problem-based learning in linear algebra on the academic achievement, problem-solving skills and creativity of students. Atatürk University, Master Dissertation, Institute of Science, Erzurum.
  • *Karaca, T. & Koray, Ö. (2017). The Effect of using the creative reversal act in science education on middle school students’ creativity levels. Euraisan Journal of Educational Research. 67, 199-214. http://dx.doi.org/10.14689/ejer.2017.67.12
  • *Karadayı, Ş. İ. (2018). The effect of creative education on preschool period on creative performance, administrative mental functions and emotional regulatory skills. Ege University. Master Dissertation, Institute of Social Sciences, İzmir.
  • *Karakuş, M. (2000). The effects of creative problem solving curriculum on the creativity levels of creativity in the second grade students who are from low socio-economic status. Cukurova University, Master Dissertation, Institute of Social Sciences, Adana.
  • Karakuş, M. & Yalçın, O. (2016). The effect of the argümantation-based learning in science education to the academic achievement and scientific process skills: A meta analysis study. Anadolu University Journal of Social Sciences, 16(4), 1-20.
  • *Karataş, S. & Özcan, S. (2010). The effects of creative thinking activities on learners’ creative thinking and project development skills. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 225-243.
  • *Karataş Öztürk, S. (2007). The effect of the learning approach based on creative thinking upon the creative thinking and problem solving skills of students. Eskişehir Osmangazi University, Master Dissertation, Institute of Science, Eskişehir.
  • Kaşarcı, İ. (2013). The effectiveness of project based learning on students’ academic achievements and attıtude: A meta-analysis. Eskişehir Osmangazi University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • Kaya, A. & Öçal, M. F. (2018). A meta-analysis for the effect of geogebra on students’ academic achievements in mathematics. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(2), 31-59.
  • *Kaya, H. İ. (2010). Effects of the practices based on constructivist learning in teacher education on teacher candidates’ tendencies of problem solving, critical thinking and creative thinking. Atatürk University, PhD Dissertation, Institute of Social Sciences, Erzurum.
  • *Kaya, M. E. (2018). Effects of stem applications on scientific arrangement and creativity of science teachers of science. Erzincan Binali Yıldırım University. Master Dissertation, Institute of Science, Erzincan.
  • *Kıncal, R. Y., Avcu, Y. E. & Kartal, O. Y. (2016). The effects of creative thinking activities on learners’ creative thinking skills and academic achievement. Journal of Theoretical Educational Science, 9(1), 15-37.
  • Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education. 16(2-3), 57-66.
  • Kim, K. H. (2011) . (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23, 4, 285-295.
  • *Koray, Ö. (2004). The influence of science education based on creative thinking on creativity of preservice teachers. Educational Administration in Theory & Practice, Fall (40), 580-599.
  • * Koray, Ö. & Köksal, M. S. (2009). The effect of creative and critical thinking based laboratory applications on creative and logical thinking abilities of prospective teachers. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 3-13.
  • *Kök, B. (2012). The effect of differentiated geometry teaching on gifted and talented students in view of creativity, spatial ability and success. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Köse Biber, S. (2014). The effect of web-based learning supported by creativity improving activities on students’ achievement and creativity. Istanbul University, PhD Dissertation, Institute of Science, Istanbul.
  • Krauksta D., Rozenvalde, P. & Ciekurs, K. (2016). Outdoor Activities to Promote Creative Thinking in Preschool Children. Society, Integration, Education Proceedings of the International Scientific Conference. Volume II, May 27th - 28th, 2016. 396-403.
  • Kuo, F.R., Chen, N. S. and Hwang, G. J. (2014). A creative thinking approach to enhancing the web-based problem solving performance of university students. Computers & Education. Vol. 72, 220-230.
  • *Kuytan, Ş. (2019). The effect of individual or group educational game development on pre‐service teachers’ creative thinking. Mersin University, Master Dissertation, Institute of Educational Sciences, Mersin.
  • Kylonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
  • Lee, B. K., Patall, E. A., Cawthon, S. W., & Steingut, R. R. (2015). The effect of drama-based pedagogy on preK–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3-49.
  • Li, Q. & Ma, X. (2010). A meta analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 215-243. Littell, J. H., Corcoran, J. and Pillai, V. (2008). Systematic reviews and meta-analysis. UK: Oxford University Press.
  • MEB. (2018). 2023 Eğitim Vizyonu Belgesi. Retrieved from http://2023vizyonu.meb.gov.tr/ 11.01.2019.
  • Merchant, Z., Goetz, E. T., Cifuents, L., Keeney-Kennicutt, W. & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
  • *Metin, Ö. (2019). The effect of music story and tales on the creativity levels of children in pre-school education. Marmara University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Moher, D., Liberati, A., Tetzlaff, J., and Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement. PLoS Medicine, 6 (7): e1000097.
  • Okursoy-Günhan, F. (2009). The effect of concept mapping on learner success: A meta-analytic study. Marmara University. Master Dissertation, Institute of Educational Sciences, İstanbul.
  • *Orçan, A. (2013). The effect of science-fiction stories developed by comics technique, on creative thinking skills and physics attitudes of students. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara. *Öç, U. (2019). Scientific process skills of science lab applications based on argumentation, their effects on the attitude for laboratory and the creativity. Sivas Cumhuriyet University, Master Dissertation, Institute of Educational Sciences, Sivas.
  • *Ömeroğlu, E. (1990). The effect of creative drama education on the development of verbal creativity of 5-6 year old children who attend kindergarten. Hacettepe University, PhD Dissertation, Health Sciences Institute, Ankara.
  • Özbey, Ö. F. & Sarıkaya, R. (2019). Investigation of effectiveness on drama method studies in Turkey: A meta-analysis study. Gazi Journal of Education Sciences (GJES), 5, Özel Sayı, 231-253.
  • *Özcan, E. (2019). Investigation of the effects of argumentation based science learning approach on the conceptual understanding of the students, their creative thought and the epistemological beliefs. Marmara University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Özçelik, A. D. Ö. (2019). Eğitimde ve Endüstride 21. Yüzyıl Becerileri. Editörler: Prof. Dr. Ayşe Dilek Öğretir Özçelik ve Dr. Öğr. Üyesi Mehmet Nur Tuğluk, 2. Baskı, Ankara: Pegem Akademi.
  • Özdemir, F., Aslaner, R. & Açıkgül, K. (2020). The effect of the computer-aided mathematics teaching on the students’ attitudes towards mathematics: A meta - analysis study. Inonu University Journal of the Graduate School of Education, 7(13), DOI: 10.29129/inujgse.543534.
  • *Özdemir, S. M. & Çakmak, A. (2008). The effect of drama education on prospective teachers’ creativity. International Journal of Instruction, 1(1), 13-30.
  • *Özgenel, M., Canpolat, Ö., Yağan, E. & Canlı, Ö. (2019). The effects of enriched workshop training given to pre-school students on creative thinking skills of students. Problems of Education in the 21st Century, 77(5), 616-635.
  • *Özyaprak, M. (2012). The effect of different mathematics teaching on his, attitude and creativity for the gifted and talented students. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Palamut, İ. (2008). Effects of reading story on primary students creativity and academical success. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Pascarella, E. T., Wang, J. S., Trolian, T.L. & Blaich, C. (2013). How the instructional and learning environments of liberal arts colleges enhance cognitive development. Higher Educ. 66, 569-583.
  • Perry, A. & Karpova, E. (2017). Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments. Thinking Skills and Creativity. 24(2017), 118–126.
  • Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulating & Gaming, 41(1), 72-93.
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. MA- USA: Blackwell Publishers Ltd.
  • Runco, M. A. & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7(1), 243-26.
  • *Sak, U & Öz, Ö. (2010). The effectiveness of the creative reversal act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5(2010), 33–39.
  • Saracaloğlu, A. S., Gündoğgu, K., Altın, M., Aksu, N., Kozağaç, Z. B. & Koç, B. (2014). Analysis of articles published in the field of creative thinking skills after the year of 2000. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 5(2), 62-74.
  • *Sarmaşık Kaya, G. (2018). Research regarding the effects of “effective thinking training” program on the ninth grade students‟ problem solving and creative thinking abilities. İstanbul University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed.). New York, NY: Oxford University Press.
  • *Sevgen, M. (2016). The effect of social skills education given to children through creative drama on the social development and creativity of kindergarten children. İstanbul Sabahattin Zaim University, Master Dissertation, Institute of Social Sciences, İstanbul.
  • *Siper Kabadayı, G. (2019). The effects of robotic activities on pre-school children's creative thinking skills. Hacettepe University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Sönmez, B. (2016). The effect of thinking training lesson on 6th grade elemantary school students’ critical and creative thinking skills. Anadolu Universty, PhD Dissertation, Institute of Educational Sciences, Eskişehir.
  • *Sözer Çapan, A. (2014). Investigation of the effect of a 5-year children's creative skills of a training program prepared by the brain based learning approach. Marmara Universty, PhD Dissertation, Institute of Educational Sciences, İstanbul.
  • Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325-338. DOI: 10.1080/00313830308595
  • *Şener, N., Türk, C. & Taş, E. (2015). Improving science attitude and creative thinking through science education project: a design, implementation and assessment. Journal of Education and Training Studies, 3(4), 57-67.
  • *Şendağ, S. & Erol, O. (2015). Use of 3D drawing software in promoting creativity in preschool. Journal of Theoretical Educational Science, 8(3), 316-336.
  • *Şensoy, Ö. & Yıldırım, H. İ. (2017). The Effect of research investigation based learning approach on creative thinking and scientific process skills. Cumhuriyet International Journal of Education-CIJE, 6(1), 34 – 46.
  • *Tedik, G. (2013). The effect of creative drama activities in the fourth grade of prımary school on creatıvıty abilities of students. Atatürk University, Master Dissertation, Institute of Educational Sciences, Erzurum.
  • *Terzi, H. (2019). The effects of intelligence games on the creative thinking skills of 6th grade students. Bayburt University. Master Dissertation, Institute of Social Sciences, Bayburt.
  • *Tezci, E. (2002). The effects of cunstructivist instructional design on the success and creativity of fifth-year students in primary schools. Fırat University, PhD Dissertation, Institute of Social Sciences, Elazığ.
  • Torrance, E. P. (1966). Torrance test of creative thinking. Bensenville, IL: Scholastic Testing Service
  • Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. Francisco: Jossey-Bass.
  • *Tut, E. (2018). Effect of game-based learning applications in 4th grade science class on students’ academic achievement and creative thinking skills. Ondokuz Mayıs University. Master Dissertation, Institute of Educational Sciences, Samsun.
  • Tutal, Ö., Kaçire, İ. & Atabey, E. (2016). Öğretmen eğitiminde kullanılan alternatif öğretim yöntemlerinin akademik başarıya etkisi: Bir meta-analiz çalışması. 4. Uluslararası Eğitim Programları ve Öğretim Kongresi, Antalya.
  • *Ulaş, A. H., Tedik, G. & Sevim, O. (2014). The effect of creative drama activities in the fourth grade of prımary school in Turkey on creativity levels of students. A. Ü. Türkiyat Araştırmaları Enstitüsü Dergisi, 52, 331-350.
  • Ulubey, Ö. (2018). The effect of creative drama as a method on skills: A meta-analysis study. Journal of Education and Training Studies, 6(4), 63-78.
  • *Umar, Ç. N. (2014). The effects of differentiated curriculum with blended learning method on gifted students’ academic achiecevement, critical thinking abilities and creative. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Uygun, D. (2017). The effectiveness of creative reversal act on 7th grade students’ creative thinking. Eskişehir Anadolu University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • *Uysal, M. E. (2009). The effects of cooperative learning on access, critical thought and creativity skills in primary education Turkish course. Dokuz Eylul University, PhD Dissertation, Institute of Educational Sciences, İzmir.
  • *Ülger, K. (2018). The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. Interdisciplinary Journal of Problem-Based Learning, 12(1).
  • *Ülger, K. & İmer, Z. (2013). The effect of problem based learning (pbl) approach on students’ creative thinking ability. Hacettepe University Journal of Education, 28(1), 382-392. *Üret, A. (2019). Effects of stem education on creativity levels of 5-year-old preschool children. Yıldız Teknik University, Master Dissertation, Institute of Social Sciences, İstanbul. Vanderbos, G. R. (2006). APA Dictionary of Psychology. Washington, DC: American Psychological Association.
  • Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42, 7–97.
  • Wang, J. R., Huang, B. Y., Tsay, R. F., Lee, K. P., Lin, S. W., & Kao, H. L. (2011). A Meta-analysis of inquiry-based ınstruction on student learning outcomes in Taiwan. Asia-Pacific Education Researcher (De La Salle University Manila), 20(3).
  • Wilson, D. B. (2009). Systematic coding. H. Cooper, L. V. Hedges ve J. C. Valentine (Ed.), The handbook of research synthesis and meta-analysis içinde (2. bs., s. 159-176). New York: Russell Sage Foundation.
  • World Economic Forum (2016). The 10 skills you need to thrive in the Fourth Industrial Revolution. Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/ 09.04.2020
  • Yalçın, S. (2018). 21. Yüzyıl becerileri ve bu becerilerin ölçülmesinde kullanılan araçlar ve yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 183-201.
  • *Yaman, S. & Yalçın, N. (2005). Effectiveness on creative thinking skills of problem based learning approach in science teaching. Elemantary-Online, 4(1), 42-52.
  • *Yaman, Y. (2014). Effects of brain based science teaching on gifted students’ achievement, critical thinking, creativity and attitudes. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Yaprakdal, A. B. (2013). The effect of teaching objects design on the critical, creative thinking and scientific process skills of the teacher candidates. Marmara University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • Yaşar, M. C. & Aral, N. (2010). The effects of early childhood education on creative thinking skills. Kuramsal Eğitimbilim, 3 (2), 201-209.
  • *Yaşar, M. C. & Aral, N. (2012). Drama education on the creative thinking skills of 61-72 months old pre-school children. US-China Education Review, 6(2012), 568-577.
  • *Yazıcı, E., Belen, H, B., Baydar, I. Y., Aksu, G. & Okutan, N. Ş. (2019). The effect of story based activities on children's creativity skills. Adıyaman University Journal of Educational Sciences, 9(2), 226-249.
  • Yeşilpınar Uyar, M. & Doğanay, A. (2018). The effect of student-centered strategies, methods and techniques on academic achievement: A meta-analysis study. Mersin University Journal of the Faculty of Education. 14(1), 186-209.
  • *Yıldırım, A. & Akman, B. (2020). The effects of creative problem solving activities on creativity of preschoolers. Anadolu Journal of Educational Sciences International, 10(1), 399-431.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • *Yıldırım, M. (2018). The effect of context-based storyline method in science education on acadeiıc achievement, creativity and attitudes towards science. Abant İzzet Baysal University, PhD Dissertation, Institute of Educational Sciences, Bolu.
  • *Yıldız, Z. (2012). The effect of project based learning approach to high school students' level of creative thinking, problem solving, taking academic risk. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Yılmaz, O. (2006). Effects of project-based learning on students' academic achievement, creativity and attitudes in 7th grade social science lesson. Zonguldak Karaelmas University, Master Dissertation, Institute of Social Sciences, Zonguldak.
  • *Yılmaz, R. M. (2014). Effects of three dimensional storytelling developed with augmented reality technology on narrative skill and creativity. Atatürk University, PhD Dissertation, Institute of Educational Sciences, Erzurum.
  • *Yiğit, E. Ö. & Erdoğan, T. (2008). The effect of studying method applied in the social science course on the creative thinking levels of primary school students. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(3), 399-416.
  • *Yurdakal, İ. H. (2019). The effects of creative reading practices on the skills of creative thinking. PAU Journal of Education, 47, 130-144.
  • *Yüksel, Y. B. (2018). The impact of creativity education program for preschoolers on kids’ creativity and audio reasoning. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Weimer, M. (2002). Learner-Centered Teaching. San Francisco: Jossey-Bass.

The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

Year 2020, Volume: 7 Issue: 2, 62 - 80, 30.12.2020
https://doi.org/10.33200/ijcer.723894

Abstract

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

References

  • *Akar, İ., & Şengil Akar, Ş. (2013). The effectiveness of the creative reversal act (creact) on students’ creative thinking: further evidence from Turkey. The Turkish Online Journal of Educational Technology, 12(4), 183-191.
  • Akbulut, G. (2004). Geography teaching and creative thinking. C.Ü. Sosyal Bilimler Dergisi, 28(2), 215-223.
  • Akkaya, M. (2019). The effects of research inquiry-based teaching on scientific process skills: A national meta analysıs study. Ağrı İbrahim Çeçen University. Master Dissertation, Institute of Science, Ağrı.
  • *Akkılıç, G. (2018). Investigation of the effect of activities based on six thinking hats technique in a philosophy class on creativity, critical thinking and academic self-efficacy. Atatürk University. Master Dissertation, Institute of Educational Sciences, Erzurum.
  • *Akran, K. S., & Aşıroğlu, S. (2018). The effect of writing circle technique on prospective teachers’ creative thinking skills. Inonu University Journal of the Graduate School of Education, 5(10). *Aksoy, M. (2018). Investigation of the effects of block play on children’s creativity. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Aktamış, H., Hiğde, E., & Özden, B. (2016). Effects of the ınquiry-based learning method on students’ achievement, science process skills and attitudes towards science: a meta-analysis science. Journal of Turkish Science Education, 13(4), 248-261.
  • *Akyürek Tay, B. (2019). The effect of patterned case method with band caricatures on success, permanence and creative thinkıng skills in social studies course. Gazi University, PhD Dissertation, Institute of Educational Sciences, Ankara.
  • *Altındağ, C., Göksel, Ç., Koray, Ö., & Koray, A. (2012). The effect of science and technology laboratory applications based on critical and creative thinking on problem solving and creativity. X.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Niğde: Türkiye (27-30 Haziran 2012)
  • *Aras, R. (2018). Secondary school 6. grade social studies in problem based learning approach the effect of higher-order thinkıng skills and creativity level. Erzincan Binali Yıldırım University, Master Dissertation, Institute of Social Sciences, Erzincan.
  • *Arkan Sezgin, K. & Baysal, Z. N. (2019). Examining the effects of thinking skills program developed for the primary school 3rd-grade students on their creativity levels. HAYEF: Journal of Education, 16(1); 19-47.APA (1997). Learner-centered psychological principles: A framework for school redesign and reform. Retrieved from https://www.apa.org/ed/ governance/bea/learner-centered.pdf.
  • Arık, S. & Yılmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic. Journal of Environmental Education, 10(2), 44-84.
  • Aşık, Z., & Özen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13(2), 232-240.
  • Atay, Z. (2009). Okul öncesi eğitim kurumlarına devam eden 5-6 yaş öğrencilerinin yaratıcılık düzeylerinin yaş, cinsiyet ve ebeveyn eğitim durumlarına göre incelenmesi [Investigation of the creativity levels of 5-6 year old students attending preschool education ınstitutions according to age, gender and parental education status], Master Dissertation, Selçuk University, Konya
  • *Atalay, Z. Ö. (2014). The effect of differentiated social studies instruction on gifted students' academic achievement, attitudes, critical thinking and creativity. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Avcu, Y. E. (2014). The effect of creative thinking activities on students' creative thinking and academic achievement “Geography Lesson Example”. Çanakkale Onsekiz Mart University. Master Dissertation, Institute of Educational Sciences, Çanakkale.
  • Ayaz, M. F. (2014). The effect of the project-based learning approach on the academic achievements of the students in science lesson and their attitudes towards science lesson: A meta-analysis study. Dicle University. PhD Dissertation, Institute of Educational Sciences, Diyarbakır.
  • Ayaz, M. F. (2015). The effect of 5E learning model on the attitudes towards lessons of the students: A meta-analysis study. Electronic Journal of Education Sciences. 4(7), 29-50.
  • Ayaz, M. F. & Şekerci, H. (2016). The effect of constructivist learning approach to attitudes of the students towards lessons: A meta-analysis study. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 47, 46-63. Retrieved from https://dergipark.org.tr/tr/pub/dpusbe/issue/26801/286166
  • *Aydın, Z. (2011). The effects of active learning activities on the 6th graders’ attitude towards mathematics classes and their creative thinking abilities. Gaziantep University, Master Dissertation, Institute of Social Sciences, Gaziantep.
  • *Bacak, S. (2008). The effect of story-based learning approach on academic success and creativity of 5th grade social sciences course. Celal Bayar University, Master Dissertation, Institute of Social Sciences, Manisa.
  • Bakioğlu, A. & Özcan, Ş. (2016). Meta Analysis. Ankara: Nobel Academy Publishing.
  • Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16, 1833–1864.
  • *Başkök, B. (2012). Investigation of the effect of creative writing studies on the seven grade students on the creativities and attitude of Turkish courses. Akdeniz University, Master Dissertation, Institute of Social Sciences, Antalya.
  • Başol, G., Doğuyurt, M. F., & Demir, S. (2016). A content analysis and methodological evaluation of meta-analyses on Turkish samples. International Journal of Human Sciences, 13(1), 714-745.
  • *Batdal Karaduman, G. (2012). The effect of differentiation geometry teaching on creative thinking, spatial ability level and access for primary school 5th grade gifted students. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • Batdı, V. (2014). The effect of activity-based learning approach on academic achievement (A meta-analytic and thematic study). e-International Journal of Educational Research, 5(3), 39-55.
  • Batdı, V. (2014b). The effect of blended learning environments on students’ academic achievement: a meta-analysis study. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 287-302.
  • *Baylav Korkmaz, H. (2002). The effect of project based learning on creative thinking, problem solving and academic risk taking levels in science education. Hacettepe University, PhD Dissertation, Institute of Social Sciences, Ankara.
  • *Baz, B. (2019). The effect of the program based on the children's literature texts on the creative thinking skills of primary school students. Yıldız Teknik University, Master Dissertation. Institute of Social Sciences, İstanbul.
  • Becker, K & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5/6), 23-37.
  • Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15, 6–23.
  • Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Review of Educational Research, 87(2), 309-344.
  • *Biber, M. (2006). The effect of the discovering learning method on the creativity of elementary school students of 2nd stage mathematics course. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Biçer, N. (2017). The influence of student-centered methods in Turkish language instruction on academic success: A meta-analysis study. Universal Journal of Educational Research, 5(4), 687-69.
  • *Birinci, E. (2008). The effect of using project-based learning in adaptation and development of materials on teacher candidates’ critical thinking, creative thinking and scientific-process skills. Zonguldak Karaelmas University, Master Dissertation. Institute of Social Sciences, Zonguldak.
  • *Birişçi, S. & Karal, H. (2011). Effect of collaborative studies on prospective teachers’ creative thinking skills while designing computer based material. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2/Haziran), 203-219.
  • Blumberg, P. (2008). A guide to learner-centered teaching. San Francisco: Jossey-Bass.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2013). Meta-Analize Giriş. Çev. Serkan Dinçer, Ankara: Anı Yayıncılık.
  • Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.
  • Brown, M. N. & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teach. Higher Educ. 5(3), 301-309.
  • *Bulut, D. (2015). The effect of educational game design process on student’s creativity. Bahcesehir University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • *Camcı Erdoğan, S. (2014). The effect of differentiated science and technology instruction based on scientific creativity on gifted and talented students’ achievement, attitude and creativity. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • Camnalbur, M. & Mutlu Bayraktar, D. (2018). The effect of collaborative learning on academic achievement: A meta-analysis study. Journal of the Human and Social Sciences Researches, 7(2), 1149-1172.
  • Cantürk Günhan, B. (2016). The effect of drama based learning applied in turkey on success of mathematics: a meta-analysis study. International Online Journal of Educational Sciences, 8(2), 145-162.
  • Capar, G. & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Educational Sciences: Theory & Practice, 15(2), 553-559.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press, 7, 9.
  • Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37-50. DOI:10.1207/s15326934crj1701_4
  • Chung, N. & Ro, G. (2004). The Effect of problem-solving instruction on children’s creativity and self-efficacy in the teaching of the practical arts subject. The Journal of Technology Studies. 30(2), 116-122.
  • Cohen, J. (1988). Statistical power analysis for behavioral sciences (2nd ed.).Hillsdale, NY: Lawrence Erlbaum Associates.
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1 (3), 98-101.
  • Cooper, H. M. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Cruz, R. E., Lian, M. J. & Morreau, L. E. (1998) The effects of creative drama on social and oral language skills of children with learning disabilities. Youth Theatre Journal, 12(1), 89-95. DOI: 10.1080/08929092.1998.10012498
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • Çelik, S. (2013). The effect of alternative teaching methods used in elementary mathematics classes on academic success: A meta analysis study. Eskişehir Osmangazi University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • Çetin, Z., Üstündağ, A., Kerimoğlu, G. & Beyazıt, U. (2015). Examining the assessment tools used for creativity of children in Turkey and worldwıde. H.Ü. Sağlık Bilimleri Fakültesi Dergisi, 2(2), 30-49.
  • *Çetinkaya, Ç. (2014). The effect of gifted students’ creative problem solving program on creative thinking. Procedia - Social and Behavioral Sciences, 116(2014), 3722–3726.
  • Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game‐based learning types in English as a foreign language setting: A meta‐analysis. British journal of educational technology, 43(4), E104-E107.
  • Çırak-Kurt, S., Yıldırım, İ. & Cücük, E. (2018). The effects of blended learning on student achievement: a meta-analysis study. H. U. Journal of Education, 33(3), 776-802.
  • *Çoban, B. (2014). The effects of problem based learning to success, creativity and transfer skills of the students. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Çolakoğlu, S. (2018). The effect of the teaching of the circle topic on the creative thinking skills of 7th grade students with the geogebra software. Bayburt University, Master Dissertation, Institute of Social Sciences, Bayburt.
  • Dağyar, M. (2014). The effects of problem based learning on academic achievement: A meta-analysis study. Hacettepe University. PhD Dissertation, Institute of Educational Sciences, Ankara.
  • Darsih, E. (2018). Learner-centered learning: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. DOI: 10.25134/ieflj.v4i1.796.
  • Demir, S. & Başol, G. (2014). Effectiveness of computer-assisted mathematics education (came) over academic achievement: A meta-analysis study. Educational Sciences: Theory & Practice, 14(5), 2026-2035.
  • *Dere, Z. & Ömeroğlu, E. (2018). A study on the effects of creativity training program on creative behaviors of children. Cumhuriyet International Journal of Education, 7(1), 1-15. Doi:10.30703/cije.333901.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: PEGEM Akademi Yayıncılık.
  • Dochy, F., Segers, M., Bossche, P. & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13(5), 533-568.
  • Doğan, N. (2005). Creative thinking. Demirel Ö. (Ed.), New Trends in Education (2. Edition). Ankara: Pegem A.
  • Dollinger, S. J., Urban, K. K., & James, T. A. (2004). Creativity and openness: Further validation of two creative product measures. Creativity Research Journal, 16, 35-47.
  • Drapeau, P. (2014). Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving. ASCD Learn Teaching.
  • *Düzen, Ü. (2019). The effect of mathematical centered stem activities on the creative thinking skills of students and ınvestigation of student opinions. Bayburt University, Master Dissertation, Institute of Social Sciences, Bayburt.
  • *Ekinci Işık, D. (2007). The effect of project based learning on academic success, creative thinking, permanance attitude levels towards life study course in knowledge of life teaching. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Ellis, P. D. (2012). The essential guide to effect sizes (5th edition). Cambridge-UK: Cambridge University Press.
  • *Engin, G. A. (2019). The effect of integrated creative drama-art activities applied to 4-5 years old pre-school children on creative thinking skills. Ankara University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Erdamar, G., Ayataç, T., Demir, E. & Demir, F. (2015). The Effects of Constructivist Learning Approach on Academic Success of Students: A Meta-Analysis. Education in the 21st Century: Theory and Practice, St. Kliment Ohridski University Pres.
  • Erden, H., Aytaç, T. & Erden, A. (2016). Effect of Creative Drama on Students’ Academic Achievement: A Meta-Analysis Study. 2nd International Conference on Lifelong Education and Leadership for All, ICLEL 2016, July 21-23, 2016, Sakarya University&Liepaja University, Liepaja-LATVIA.
  • *Ersoy, E. & Başer, N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116(2014) 3494-3498.
  • Eskidemir, M. S. & Tezel, Ş. F. (2019). Creative thinking dispositions of the preschool teachers. OPUS Uluslararası Toplum Araştırmaları Dergisi, 13 (19) , 311-331.
  • *Eşsizoğlu, G. (2013). The effect of project based learning in social sciences on gifted students' achievement, critical thinking and creativity. Istanbul University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329.
  • Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299.
  • Galton, M., Hargreaves, L. & Pell, T. (2009). Group work and whole-class teaching with 11 to14 year olds compared. Cambridge J. Educ. 39(1), 119-140.
  • *Gizir Ergen, Z. (2013). A study on the effects of the project approach on the creativity of children attending preschool. Ankara University, PhD Dissertation, Institute of Science, Ankara.
  • *Gölcük, A. (2017). The effect of science education that is supported by scıentıfıc storıes on students’ creatıvıty and affectıve properties. Hacettepe University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Gözüyeşil, E. & Dikici, A. (2014). The effect of brain based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory & Practice, 14(2), 642-648.
  • *Güldemir, S. (2019). The effect of stem activities on creativity in pre-school education. Recep Tayyip Erdoğan University. Master Dissertation, Institute of Science, Rize.
  • *Günbatar, M. S. (2009). The effect of web-assisted problem-based learning on students 'creative thinking skills and attitudes. Yüzüncü Yıl University, Master Dissertation, Institute of Social Sciences, Van. * Gündoğan, A., Arı, M. & Gönen, M. (2013). The effect of drama on the creative ımagination of children in different age groups. Hacettepe University Journal of Education, 28(2), 206-220.
  • *Güner Yüksel, S. (2019). The effect of problem based learning method on students 'creative thinking and problem solving skills and academic achievements in social studies. Gaziantep University. Master Dissertation, Institute of Educational Sciences, Gaziantep.
  • Haase, J., Hoff, E. V., Hanel, P. H. P. & Innes-Ker, A. (2018) A meta- analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1-16.
  • *Hacıoğlu, Y. (2017). The effect of science, techology, engineering and mathematics (stem) education based activities on prospective science teachers’ critical and creative thinking skills. Gazi University, PhD Dissertation, Institute of Educational Sciences, Ankara.
  • Hartung, J., Knapp, G., & Sinha, B. K. (2008). Statistical meta-analysis with applications. New Jersey: Wiley Publishing Inc.
  • Hertzog, N. B. (2008). Ready for preschool. Prufrock Press, Waco: TX.
  • *Hızır, B. (2014). The effect of creative reading to creative thinking skill in primary and secondary school. Muğla Sıtkı Koçman University. Master Dissertation, Institute of Educational Sciences, Muğla.
  • Higgins, J. P., Thompson, S. G., Deeks, J. J., Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj. 327(7414), 557-60.
  • Hong, E. & Milgram, R. M. (2010) Creative thinking ability: Domain generality and specificity, Creativity Research Journal, 22(3), 272-287. DOI: 10.1080/10400419.2010.503535
  • Hsen-Hsing Ma (2009). The Effect Size of Variables Associated with Creativity: A Meta-Analysis. Creativity Research Journal, 21:1, 30-42.
  • Huedo-Medina, Tania; Sanchez-Meca, Julio; Marin-Martinez, Fulgencio; and Botella, Juan (2006). Assessing heterogeneity in meta-analysis: Q statistic or I2 index?". CHIP Documents. 19.
  • Internet: Prisma Checklist Turkish Version. WEB: Retrieved from http://www.prismastatement.org/documents/PRISMA%20Turkish%20checklist.pdf
  • *Işık, A. D. & Saygılı, G. (2015). The effect of learning creative development techniques on the skills of creative thinking. Bartin University Journal of Faculty of Education, Special Issue on XIV. International Participation Symposium of Primary School Teacher Education (21-23 May, 2015), 133 – 139.
  • *İkikat, U. (2019). The effect of enriched science course on the creative thoughts of primary school students. İstanbul Aydın University, Master Dissertation, Institute of Social Sciences, İstanbul.
  • *İşeri, Ş. (2010). Effect of class activities based on newspapers used in science and technology lessons on the attitude and creativity of students. Kocaeli University. Master Dissertation, Institute of Science, Kocaeli.
  • Johnson, D. W., Johnson, R. T. & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota, Minneapolis, Minnesota.
  • *Kanlı, E. & Emir, S. (2013). The Effect of problem based learning on gifted and normal students’ achievement and creativity levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2, December), 18-45.
  • Kaplan, A., Duran, M. & Baş, G. (2015). The effects of ınstruction based on multiple ıntelligence theory in mathematics course on academic achievement: A meta-analysis study. Mersin University Journal of the Faculty of Education, 11(3): 814-831.
  • *Kaplan Sayı, A. (2013). The effect of differentiated foreign language instructıon on gifted students' achievement, critical thinking and creativity. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Kar, T. (2010). The effects of problem-based learning in linear algebra on the academic achievement, problem-solving skills and creativity of students. Atatürk University, Master Dissertation, Institute of Science, Erzurum.
  • *Karaca, T. & Koray, Ö. (2017). The Effect of using the creative reversal act in science education on middle school students’ creativity levels. Euraisan Journal of Educational Research. 67, 199-214. http://dx.doi.org/10.14689/ejer.2017.67.12
  • *Karadayı, Ş. İ. (2018). The effect of creative education on preschool period on creative performance, administrative mental functions and emotional regulatory skills. Ege University. Master Dissertation, Institute of Social Sciences, İzmir.
  • *Karakuş, M. (2000). The effects of creative problem solving curriculum on the creativity levels of creativity in the second grade students who are from low socio-economic status. Cukurova University, Master Dissertation, Institute of Social Sciences, Adana.
  • Karakuş, M. & Yalçın, O. (2016). The effect of the argümantation-based learning in science education to the academic achievement and scientific process skills: A meta analysis study. Anadolu University Journal of Social Sciences, 16(4), 1-20.
  • *Karataş, S. & Özcan, S. (2010). The effects of creative thinking activities on learners’ creative thinking and project development skills. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 225-243.
  • *Karataş Öztürk, S. (2007). The effect of the learning approach based on creative thinking upon the creative thinking and problem solving skills of students. Eskişehir Osmangazi University, Master Dissertation, Institute of Science, Eskişehir.
  • Kaşarcı, İ. (2013). The effectiveness of project based learning on students’ academic achievements and attıtude: A meta-analysis. Eskişehir Osmangazi University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • Kaya, A. & Öçal, M. F. (2018). A meta-analysis for the effect of geogebra on students’ academic achievements in mathematics. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(2), 31-59.
  • *Kaya, H. İ. (2010). Effects of the practices based on constructivist learning in teacher education on teacher candidates’ tendencies of problem solving, critical thinking and creative thinking. Atatürk University, PhD Dissertation, Institute of Social Sciences, Erzurum.
  • *Kaya, M. E. (2018). Effects of stem applications on scientific arrangement and creativity of science teachers of science. Erzincan Binali Yıldırım University. Master Dissertation, Institute of Science, Erzincan.
  • *Kıncal, R. Y., Avcu, Y. E. & Kartal, O. Y. (2016). The effects of creative thinking activities on learners’ creative thinking skills and academic achievement. Journal of Theoretical Educational Science, 9(1), 15-37.
  • Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education. 16(2-3), 57-66.
  • Kim, K. H. (2011) . (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23, 4, 285-295.
  • *Koray, Ö. (2004). The influence of science education based on creative thinking on creativity of preservice teachers. Educational Administration in Theory & Practice, Fall (40), 580-599.
  • * Koray, Ö. & Köksal, M. S. (2009). The effect of creative and critical thinking based laboratory applications on creative and logical thinking abilities of prospective teachers. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 3-13.
  • *Kök, B. (2012). The effect of differentiated geometry teaching on gifted and talented students in view of creativity, spatial ability and success. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Köse Biber, S. (2014). The effect of web-based learning supported by creativity improving activities on students’ achievement and creativity. Istanbul University, PhD Dissertation, Institute of Science, Istanbul.
  • Krauksta D., Rozenvalde, P. & Ciekurs, K. (2016). Outdoor Activities to Promote Creative Thinking in Preschool Children. Society, Integration, Education Proceedings of the International Scientific Conference. Volume II, May 27th - 28th, 2016. 396-403.
  • Kuo, F.R., Chen, N. S. and Hwang, G. J. (2014). A creative thinking approach to enhancing the web-based problem solving performance of university students. Computers & Education. Vol. 72, 220-230.
  • *Kuytan, Ş. (2019). The effect of individual or group educational game development on pre‐service teachers’ creative thinking. Mersin University, Master Dissertation, Institute of Educational Sciences, Mersin.
  • Kylonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
  • Lee, B. K., Patall, E. A., Cawthon, S. W., & Steingut, R. R. (2015). The effect of drama-based pedagogy on preK–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3-49.
  • Li, Q. & Ma, X. (2010). A meta analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 215-243. Littell, J. H., Corcoran, J. and Pillai, V. (2008). Systematic reviews and meta-analysis. UK: Oxford University Press.
  • MEB. (2018). 2023 Eğitim Vizyonu Belgesi. Retrieved from http://2023vizyonu.meb.gov.tr/ 11.01.2019.
  • Merchant, Z., Goetz, E. T., Cifuents, L., Keeney-Kennicutt, W. & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
  • *Metin, Ö. (2019). The effect of music story and tales on the creativity levels of children in pre-school education. Marmara University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Moher, D., Liberati, A., Tetzlaff, J., and Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement. PLoS Medicine, 6 (7): e1000097.
  • Okursoy-Günhan, F. (2009). The effect of concept mapping on learner success: A meta-analytic study. Marmara University. Master Dissertation, Institute of Educational Sciences, İstanbul.
  • *Orçan, A. (2013). The effect of science-fiction stories developed by comics technique, on creative thinking skills and physics attitudes of students. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara. *Öç, U. (2019). Scientific process skills of science lab applications based on argumentation, their effects on the attitude for laboratory and the creativity. Sivas Cumhuriyet University, Master Dissertation, Institute of Educational Sciences, Sivas.
  • *Ömeroğlu, E. (1990). The effect of creative drama education on the development of verbal creativity of 5-6 year old children who attend kindergarten. Hacettepe University, PhD Dissertation, Health Sciences Institute, Ankara.
  • Özbey, Ö. F. & Sarıkaya, R. (2019). Investigation of effectiveness on drama method studies in Turkey: A meta-analysis study. Gazi Journal of Education Sciences (GJES), 5, Özel Sayı, 231-253.
  • *Özcan, E. (2019). Investigation of the effects of argumentation based science learning approach on the conceptual understanding of the students, their creative thought and the epistemological beliefs. Marmara University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Özçelik, A. D. Ö. (2019). Eğitimde ve Endüstride 21. Yüzyıl Becerileri. Editörler: Prof. Dr. Ayşe Dilek Öğretir Özçelik ve Dr. Öğr. Üyesi Mehmet Nur Tuğluk, 2. Baskı, Ankara: Pegem Akademi.
  • Özdemir, F., Aslaner, R. & Açıkgül, K. (2020). The effect of the computer-aided mathematics teaching on the students’ attitudes towards mathematics: A meta - analysis study. Inonu University Journal of the Graduate School of Education, 7(13), DOI: 10.29129/inujgse.543534.
  • *Özdemir, S. M. & Çakmak, A. (2008). The effect of drama education on prospective teachers’ creativity. International Journal of Instruction, 1(1), 13-30.
  • *Özgenel, M., Canpolat, Ö., Yağan, E. & Canlı, Ö. (2019). The effects of enriched workshop training given to pre-school students on creative thinking skills of students. Problems of Education in the 21st Century, 77(5), 616-635.
  • *Özyaprak, M. (2012). The effect of different mathematics teaching on his, attitude and creativity for the gifted and talented students. Istanbul University, PhD Dissertation, Institute of Social Sciences, Istanbul.
  • *Palamut, İ. (2008). Effects of reading story on primary students creativity and academical success. Dokuz Eylül University, Master Dissertation, Institute of Educational Sciences, İzmir.
  • Pascarella, E. T., Wang, J. S., Trolian, T.L. & Blaich, C. (2013). How the instructional and learning environments of liberal arts colleges enhance cognitive development. Higher Educ. 66, 569-583.
  • Perry, A. & Karpova, E. (2017). Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments. Thinking Skills and Creativity. 24(2017), 118–126.
  • Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulating & Gaming, 41(1), 72-93.
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. MA- USA: Blackwell Publishers Ltd.
  • Runco, M. A. & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7(1), 243-26.
  • *Sak, U & Öz, Ö. (2010). The effectiveness of the creative reversal act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5(2010), 33–39.
  • Saracaloğlu, A. S., Gündoğgu, K., Altın, M., Aksu, N., Kozağaç, Z. B. & Koç, B. (2014). Analysis of articles published in the field of creative thinking skills after the year of 2000. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 5(2), 62-74.
  • *Sarmaşık Kaya, G. (2018). Research regarding the effects of “effective thinking training” program on the ninth grade students‟ problem solving and creative thinking abilities. İstanbul University, Master Dissertation, Institute of Educational Sciences, İstanbul.
  • Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed.). New York, NY: Oxford University Press.
  • *Sevgen, M. (2016). The effect of social skills education given to children through creative drama on the social development and creativity of kindergarten children. İstanbul Sabahattin Zaim University, Master Dissertation, Institute of Social Sciences, İstanbul.
  • *Siper Kabadayı, G. (2019). The effects of robotic activities on pre-school children's creative thinking skills. Hacettepe University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Sönmez, B. (2016). The effect of thinking training lesson on 6th grade elemantary school students’ critical and creative thinking skills. Anadolu Universty, PhD Dissertation, Institute of Educational Sciences, Eskişehir.
  • *Sözer Çapan, A. (2014). Investigation of the effect of a 5-year children's creative skills of a training program prepared by the brain based learning approach. Marmara Universty, PhD Dissertation, Institute of Educational Sciences, İstanbul.
  • Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325-338. DOI: 10.1080/00313830308595
  • *Şener, N., Türk, C. & Taş, E. (2015). Improving science attitude and creative thinking through science education project: a design, implementation and assessment. Journal of Education and Training Studies, 3(4), 57-67.
  • *Şendağ, S. & Erol, O. (2015). Use of 3D drawing software in promoting creativity in preschool. Journal of Theoretical Educational Science, 8(3), 316-336.
  • *Şensoy, Ö. & Yıldırım, H. İ. (2017). The Effect of research investigation based learning approach on creative thinking and scientific process skills. Cumhuriyet International Journal of Education-CIJE, 6(1), 34 – 46.
  • *Tedik, G. (2013). The effect of creative drama activities in the fourth grade of prımary school on creatıvıty abilities of students. Atatürk University, Master Dissertation, Institute of Educational Sciences, Erzurum.
  • *Terzi, H. (2019). The effects of intelligence games on the creative thinking skills of 6th grade students. Bayburt University. Master Dissertation, Institute of Social Sciences, Bayburt.
  • *Tezci, E. (2002). The effects of cunstructivist instructional design on the success and creativity of fifth-year students in primary schools. Fırat University, PhD Dissertation, Institute of Social Sciences, Elazığ.
  • Torrance, E. P. (1966). Torrance test of creative thinking. Bensenville, IL: Scholastic Testing Service
  • Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. Francisco: Jossey-Bass.
  • *Tut, E. (2018). Effect of game-based learning applications in 4th grade science class on students’ academic achievement and creative thinking skills. Ondokuz Mayıs University. Master Dissertation, Institute of Educational Sciences, Samsun.
  • Tutal, Ö., Kaçire, İ. & Atabey, E. (2016). Öğretmen eğitiminde kullanılan alternatif öğretim yöntemlerinin akademik başarıya etkisi: Bir meta-analiz çalışması. 4. Uluslararası Eğitim Programları ve Öğretim Kongresi, Antalya.
  • *Ulaş, A. H., Tedik, G. & Sevim, O. (2014). The effect of creative drama activities in the fourth grade of prımary school in Turkey on creativity levels of students. A. Ü. Türkiyat Araştırmaları Enstitüsü Dergisi, 52, 331-350.
  • Ulubey, Ö. (2018). The effect of creative drama as a method on skills: A meta-analysis study. Journal of Education and Training Studies, 6(4), 63-78.
  • *Umar, Ç. N. (2014). The effects of differentiated curriculum with blended learning method on gifted students’ academic achiecevement, critical thinking abilities and creative. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Uygun, D. (2017). The effectiveness of creative reversal act on 7th grade students’ creative thinking. Eskişehir Anadolu University. Master Dissertation, Institute of Educational Sciences, Eskişehir.
  • *Uysal, M. E. (2009). The effects of cooperative learning on access, critical thought and creativity skills in primary education Turkish course. Dokuz Eylul University, PhD Dissertation, Institute of Educational Sciences, İzmir.
  • *Ülger, K. (2018). The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. Interdisciplinary Journal of Problem-Based Learning, 12(1).
  • *Ülger, K. & İmer, Z. (2013). The effect of problem based learning (pbl) approach on students’ creative thinking ability. Hacettepe University Journal of Education, 28(1), 382-392. *Üret, A. (2019). Effects of stem education on creativity levels of 5-year-old preschool children. Yıldız Teknik University, Master Dissertation, Institute of Social Sciences, İstanbul. Vanderbos, G. R. (2006). APA Dictionary of Psychology. Washington, DC: American Psychological Association.
  • Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42, 7–97.
  • Wang, J. R., Huang, B. Y., Tsay, R. F., Lee, K. P., Lin, S. W., & Kao, H. L. (2011). A Meta-analysis of inquiry-based ınstruction on student learning outcomes in Taiwan. Asia-Pacific Education Researcher (De La Salle University Manila), 20(3).
  • Wilson, D. B. (2009). Systematic coding. H. Cooper, L. V. Hedges ve J. C. Valentine (Ed.), The handbook of research synthesis and meta-analysis içinde (2. bs., s. 159-176). New York: Russell Sage Foundation.
  • World Economic Forum (2016). The 10 skills you need to thrive in the Fourth Industrial Revolution. Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/ 09.04.2020
  • Yalçın, S. (2018). 21. Yüzyıl becerileri ve bu becerilerin ölçülmesinde kullanılan araçlar ve yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 183-201.
  • *Yaman, S. & Yalçın, N. (2005). Effectiveness on creative thinking skills of problem based learning approach in science teaching. Elemantary-Online, 4(1), 42-52.
  • *Yaman, Y. (2014). Effects of brain based science teaching on gifted students’ achievement, critical thinking, creativity and attitudes. Istanbul University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • *Yaprakdal, A. B. (2013). The effect of teaching objects design on the critical, creative thinking and scientific process skills of the teacher candidates. Marmara University, PhD Dissertation, Institute of Educational Sciences, Istanbul.
  • Yaşar, M. C. & Aral, N. (2010). The effects of early childhood education on creative thinking skills. Kuramsal Eğitimbilim, 3 (2), 201-209.
  • *Yaşar, M. C. & Aral, N. (2012). Drama education on the creative thinking skills of 61-72 months old pre-school children. US-China Education Review, 6(2012), 568-577.
  • *Yazıcı, E., Belen, H, B., Baydar, I. Y., Aksu, G. & Okutan, N. Ş. (2019). The effect of story based activities on children's creativity skills. Adıyaman University Journal of Educational Sciences, 9(2), 226-249.
  • Yeşilpınar Uyar, M. & Doğanay, A. (2018). The effect of student-centered strategies, methods and techniques on academic achievement: A meta-analysis study. Mersin University Journal of the Faculty of Education. 14(1), 186-209.
  • *Yıldırım, A. & Akman, B. (2020). The effects of creative problem solving activities on creativity of preschoolers. Anadolu Journal of Educational Sciences International, 10(1), 399-431.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • *Yıldırım, M. (2018). The effect of context-based storyline method in science education on acadeiıc achievement, creativity and attitudes towards science. Abant İzzet Baysal University, PhD Dissertation, Institute of Educational Sciences, Bolu.
  • *Yıldız, Z. (2012). The effect of project based learning approach to high school students' level of creative thinking, problem solving, taking academic risk. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • *Yılmaz, O. (2006). Effects of project-based learning on students' academic achievement, creativity and attitudes in 7th grade social science lesson. Zonguldak Karaelmas University, Master Dissertation, Institute of Social Sciences, Zonguldak.
  • *Yılmaz, R. M. (2014). Effects of three dimensional storytelling developed with augmented reality technology on narrative skill and creativity. Atatürk University, PhD Dissertation, Institute of Educational Sciences, Erzurum.
  • *Yiğit, E. Ö. & Erdoğan, T. (2008). The effect of studying method applied in the social science course on the creative thinking levels of primary school students. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(3), 399-416.
  • *Yurdakal, İ. H. (2019). The effects of creative reading practices on the skills of creative thinking. PAU Journal of Education, 47, 130-144.
  • *Yüksel, Y. B. (2018). The impact of creativity education program for preschoolers on kids’ creativity and audio reasoning. Gazi University, Master Dissertation, Institute of Educational Sciences, Ankara.
  • Weimer, M. (2002). Learner-Centered Teaching. San Francisco: Jossey-Bass.
There are 197 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Tufan Aytaç 0000-0002-6103-3530

Sultan Selen Kula 0000-0002-1614-3431

Publication Date December 30, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

Cite

APA Aytaç, T., & Kula, S. S. (2020). The Effect of Student-Centered Approaches on Students’ Creative Thinking Skills: A Meta-Analysis Study. International Journal of Contemporary Educational Research, 7(2), 62-80. https://doi.org/10.33200/ijcer.723894

133171332113318  2351823524 13319 13327 13323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868