Research Article
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The Effectiveness of SCAMPER Technique on Creative Thinking Skills

Year 2016, Volume: 4 Issue: 1, 31 - 40, 06.12.2015

Melodi Ozyaprak

Abstract

Current study assumes that SCAMPER is a convenient technique to develop creative thinking skills. In this respect it is aimed in the study to investigate the effect of SCAMPER on developing creative thinking skills. For this purpose, the main research question is: How much is SCAMPER effective in increasing sophomores’ Test for Creative Thinking - Drawing Production (TCT-DP) scores? A one-group pretest-posttest design was used in this study. A total of 14 participants were assigned to receive the experimental training. A unique program developed by the researcher for the experimental group. The findings of the study reveal that SCAMPER training significantly increased TCT-DP scores.

Keywords

SCAMPER creative thinking skills teaching divergent thinking TCT-DP

References

  • Alaylı, F. & Türnüklü, E. (2013). Students’ Actions on Composition and Decomposition of Geometric Figures. Buca Faculty of Education Journal, 35, 174-197.
  • Baykul, Y. (2003). İlköğretimde Matematik Öğretimi 1–5 Sınıflar İçin. Ankara: Pegem Yayıncılık.
  • Bilen, M. (1999). Plandan Uygulamaya Öğretim. Ankara: Anı Yayıncılık.
  • Clements, D.H., Sarama, J., Battista, M.T. & Swaminathan, S. (1996). Development of Students’ Spatial Thinking in a Curriculum Unit on Geometric Motions and Area. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of the Eighteenth Annual Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education, 1, 217-222. Colombus, OH.
  • Clements, D.H., Battista, M.T., Sarama, J. & Swaminathan, S. (1997). Development of Students’ Spatial Thinking in a Unit on Geometric Motions and Area. The Elementary School Journal, 98(2), 171-186.
  • Clements, D.H., Sarama, J. & Wilson, D.C. (2001). Composition of Geometric Figures. Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education: Ultrecht- the Netherlands, (2), 273-280.
  • Clements, D.H., Wilson, D.C. & Sarama, J. (2004). Young Children’s Composition of Geometric Figures: A Learning Trajectory. Mathematical Thinking and Learning: 6(2), 163-184.
  • Clements, D.H. ve Sarama, J. (2009). Learning and Teaching Early Math The Learning Trajectories Approach. Madison Ave, New York. Routledge.
  • Davaslıgil, Ü. (2004). Üstün olma niteliğini kazanma. R. Şirin, A. Kulaksızoğlu & A. E. Bilgili’ de (Ed.), Üstün yetenekli çocuklar. Seçilmiş makaleler kitabı (ss. 111-125). İstanbul: Çocuk Vakfı Yayınları: 63, I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 1.
  • Dunn, G.; Stewart, R. & Williams, H. (2003). Why Play Games?. Mathematics Teaching, (183), (June 2003). 78.
  • Dönmez Baykoç, N. (1992). Oyun Kitabı. İstanbul: Esin Yayınevi. Soylu s: 9.
  • Erkan, S. & diğer. (2002). İlköğretimde Rehberlik. Ankara: Nobel Yayınları.
  • Foster, R. (2004). Crazy Bones. Mathematics Teaching, (187), (June 2004).
  • Gander, M. J. & Gardiner, H. W. (2004). Çocuk ve Ergen Gelişimi. Çeviren: A. Dönmez, N. Çelen ve B. Onur. İstanbul: İmge Kitabevi.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins Publishers.
  • Gelmedi, H. (2004). Matematik Oynuyorum. Ankara: Kök Yayıncılık.
  • Goldin, G. A. (1998). Observing mathematical problem solving through task-based interviews. Teppo, A. R. (Ed.), Qualitative Research Methods in Mathematics Education. NCTM: Reston.
  • Kanlı, E. (2008). Fen ve teknoloji öğretiminde probleme dayalı öğrenmenin üstün ve normal zihin düzeyindeki öğrencilerin erişi, yaratici düşünme ve motivasyon düzeylerine etkisi. Yayımlanmamış yüksek lisans tezi, İstanbul Üniversitesi, İstanbul.
  • Köroğlu, H. & Yeşildere, S. (2002). İlköğretim II. Kademede Matematik Konularının Öğretiminde Oyunlar ve Senaryolar. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Ankara: ODTÜ Kültür ve Kongre Merkezi.
  • Mangır, M. & Aktaş, Y. (1993). Çocuğun Gelişiminde Oyunun Önemi. Yaşadıkça Eğitim Dergisi. Sayı: 26.
  • Miles, B., M. & Huberman, A., M., (1994). Qualitative Data Analysis. Sage Publications. USA.
  • Ozyaprak, M. (2012). A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students. Turkish Journal of Giftedness and Education, 2(2), 137-153.
  • Sarama, j., Clements, D.H. & Vukelic, E. B. (1996). Role of Computer Manipulative In Fostering Specific Psychological/Mathematical Processes. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 567-572. Columbus, OH.
  • Sarama, J., Clements, D. H., Henry, J. J. & Swaminatham, S. (1996). Multidiciplinary Research Perspectives on An Implementation of A Computer-Based Mathematics Innovation. In E. Jakubowski, D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 560-565. Columbus, OH.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Silverman, L. K. (1993). The quest for meaning: counseling issues with gifted children and adolescents. Counseling Gifted and Talented (pp. 29-50). Colorado: Love publishing Company.
  • Soylu, Y. (2001). Matematik Derslerinin Öğretiminde (I. Devre 1, 2, 3, 4, 5. Sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar. Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Stumpf, H., & Eliot, J. (1999). A structural analysis of visual spatial ability in academically talented students. Learning and Individual Differences, 11/2, 137-152.
  • Tural, H. (2005), The Effects of Teaching Mathematics in Elemantary School by Games and Activities on Achievement and Attitude. M. Sc. Thesis, Dokuz Eylul University, Izmir.
  • Uluğ, M. O. (1997). Niçin Oyun? İstanbul: Göçebe Yayınları.
  • Uğurlu, Z. (1996). Kültürel Bir Olgu Olarak Oyun. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Yavuzer, H. (1984). Çocuk Psikolojisi. İstanbul: Altın Kitaplar Yayınevi.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Yin, R. (1994). Case Study Research: Design and Methods, USA: Sage.

Year 2016, Volume: 4 Issue: 1, 31 - 40, 06.12.2015

Melodi Ozyaprak

Abstract

References

  • Alaylı, F. & Türnüklü, E. (2013). Students’ Actions on Composition and Decomposition of Geometric Figures. Buca Faculty of Education Journal, 35, 174-197.
  • Baykul, Y. (2003). İlköğretimde Matematik Öğretimi 1–5 Sınıflar İçin. Ankara: Pegem Yayıncılık.
  • Bilen, M. (1999). Plandan Uygulamaya Öğretim. Ankara: Anı Yayıncılık.
  • Clements, D.H., Sarama, J., Battista, M.T. & Swaminathan, S. (1996). Development of Students’ Spatial Thinking in a Curriculum Unit on Geometric Motions and Area. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of the Eighteenth Annual Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education, 1, 217-222. Colombus, OH.
  • Clements, D.H., Battista, M.T., Sarama, J. & Swaminathan, S. (1997). Development of Students’ Spatial Thinking in a Unit on Geometric Motions and Area. The Elementary School Journal, 98(2), 171-186.
  • Clements, D.H., Sarama, J. & Wilson, D.C. (2001). Composition of Geometric Figures. Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education: Ultrecht- the Netherlands, (2), 273-280.
  • Clements, D.H., Wilson, D.C. & Sarama, J. (2004). Young Children’s Composition of Geometric Figures: A Learning Trajectory. Mathematical Thinking and Learning: 6(2), 163-184.
  • Clements, D.H. ve Sarama, J. (2009). Learning and Teaching Early Math The Learning Trajectories Approach. Madison Ave, New York. Routledge.
  • Davaslıgil, Ü. (2004). Üstün olma niteliğini kazanma. R. Şirin, A. Kulaksızoğlu & A. E. Bilgili’ de (Ed.), Üstün yetenekli çocuklar. Seçilmiş makaleler kitabı (ss. 111-125). İstanbul: Çocuk Vakfı Yayınları: 63, I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 1.
  • Dunn, G.; Stewart, R. & Williams, H. (2003). Why Play Games?. Mathematics Teaching, (183), (June 2003). 78.
  • Dönmez Baykoç, N. (1992). Oyun Kitabı. İstanbul: Esin Yayınevi. Soylu s: 9.
  • Erkan, S. & diğer. (2002). İlköğretimde Rehberlik. Ankara: Nobel Yayınları.
  • Foster, R. (2004). Crazy Bones. Mathematics Teaching, (187), (June 2004).
  • Gander, M. J. & Gardiner, H. W. (2004). Çocuk ve Ergen Gelişimi. Çeviren: A. Dönmez, N. Çelen ve B. Onur. İstanbul: İmge Kitabevi.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins Publishers.
  • Gelmedi, H. (2004). Matematik Oynuyorum. Ankara: Kök Yayıncılık.
  • Goldin, G. A. (1998). Observing mathematical problem solving through task-based interviews. Teppo, A. R. (Ed.), Qualitative Research Methods in Mathematics Education. NCTM: Reston.
  • Kanlı, E. (2008). Fen ve teknoloji öğretiminde probleme dayalı öğrenmenin üstün ve normal zihin düzeyindeki öğrencilerin erişi, yaratici düşünme ve motivasyon düzeylerine etkisi. Yayımlanmamış yüksek lisans tezi, İstanbul Üniversitesi, İstanbul.
  • Köroğlu, H. & Yeşildere, S. (2002). İlköğretim II. Kademede Matematik Konularının Öğretiminde Oyunlar ve Senaryolar. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Ankara: ODTÜ Kültür ve Kongre Merkezi.
  • Mangır, M. & Aktaş, Y. (1993). Çocuğun Gelişiminde Oyunun Önemi. Yaşadıkça Eğitim Dergisi. Sayı: 26.
  • Miles, B., M. & Huberman, A., M., (1994). Qualitative Data Analysis. Sage Publications. USA.
  • Ozyaprak, M. (2012). A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students. Turkish Journal of Giftedness and Education, 2(2), 137-153.
  • Sarama, j., Clements, D.H. & Vukelic, E. B. (1996). Role of Computer Manipulative In Fostering Specific Psychological/Mathematical Processes. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 567-572. Columbus, OH.
  • Sarama, J., Clements, D. H., Henry, J. J. & Swaminatham, S. (1996). Multidiciplinary Research Perspectives on An Implementation of A Computer-Based Mathematics Innovation. In E. Jakubowski, D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 560-565. Columbus, OH.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Silverman, L. K. (1993). The quest for meaning: counseling issues with gifted children and adolescents. Counseling Gifted and Talented (pp. 29-50). Colorado: Love publishing Company.
  • Soylu, Y. (2001). Matematik Derslerinin Öğretiminde (I. Devre 1, 2, 3, 4, 5. Sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar. Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Stumpf, H., & Eliot, J. (1999). A structural analysis of visual spatial ability in academically talented students. Learning and Individual Differences, 11/2, 137-152.
  • Tural, H. (2005), The Effects of Teaching Mathematics in Elemantary School by Games and Activities on Achievement and Attitude. M. Sc. Thesis, Dokuz Eylul University, Izmir.
  • Uluğ, M. O. (1997). Niçin Oyun? İstanbul: Göçebe Yayınları.
  • Uğurlu, Z. (1996). Kültürel Bir Olgu Olarak Oyun. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Yavuzer, H. (1984). Çocuk Psikolojisi. İstanbul: Altın Kitaplar Yayınevi.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Yin, R. (1994). Case Study Research: Design and Methods, USA: Sage.
There are 34 citations in total.

Details

Primary Language English
Journal Section Creativity
Authors

Melodi Ozyaprak

Publication Date December 6, 2015
Published in Issue Year 2016 Volume: 4 Issue: 1

Cite

APA Ozyaprak, M. (2015). The Effectiveness of SCAMPER Technique on Creative Thinking Skills. Journal for the Education of Gifted Young Scientists, 4(1), 31-40.
AMA Ozyaprak M. The Effectiveness of SCAMPER Technique on Creative Thinking Skills. JEGYS. December 2015;4(1):31-40.
Chicago Ozyaprak, Melodi. “The Effectiveness of SCAMPER Technique on Creative Thinking Skills”. Journal for the Education of Gifted Young Scientists 4, no. 1 (December 2015): 31-40.
EndNote Ozyaprak M (December 1, 2015) The Effectiveness of SCAMPER Technique on Creative Thinking Skills. Journal for the Education of Gifted Young Scientists 4 1 31–40.
IEEE M. Ozyaprak, “The Effectiveness of SCAMPER Technique on Creative Thinking Skills”, JEGYS, vol. 4, no. 1, pp. 31–40, 2015.
ISNAD Ozyaprak, Melodi. “The Effectiveness of SCAMPER Technique on Creative Thinking Skills”. Journal for the Education of Gifted Young Scientists 4/1 (December 2015), 31-40.
JAMA Ozyaprak M. The Effectiveness of SCAMPER Technique on Creative Thinking Skills. JEGYS. 2015;4:31–40.
MLA Ozyaprak, Melodi. “The Effectiveness of SCAMPER Technique on Creative Thinking Skills”. Journal for the Education of Gifted Young Scientists, vol. 4, no. 1, 2015, pp. 31-40.
Vancouver Ozyaprak M. The Effectiveness of SCAMPER Technique on Creative Thinking Skills. JEGYS. 2015;4(1):31-40.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.