Developing the Creative Thinking Task for Children

Year 2022, Volume: 10 Issue: 2, 313 - 333, 30.06.2022

Cemre Erten Tatlı , Müger Artar

https://doi.org/10.17478/jegys.1127472

Abstract

In this study, it was aimed to examine the validity and reliability of the Creative Thinking Task for Children (CTTC) developed to evaluate creative thinking skills. The study group consists of 755 participants (aged 11-14) who are attending 5th, 6th, 7th and 8th grades in the central districts of Ankara. The data were obtained with the personal information form CTTC. CTTC has a structure that is scored between 0-3 and consists of tasks. Expert opinions, exploratory and confirmatory factor analyses were used to evaluate the validity of the measurement tool, and the Cronbach Alpha Internal Consistency Coefficient was used to determine its reliability. As a result of the analysis, it was determined that the model, which consists of originality, fluency, elaboration and divergent thinking sub-dimensions and 11 items, has a structure that fits very well. Internal consistency coefficients of CTTC; .73 in originality sub-dimension, .61 in fluency sub-dimension, elaboration sub-dimension. 60, .69 for divergent thinking sub-dimension and .67 for the whole. According to the findings of the study, it can be said that the Creative Thinking Task for Children is a valid and reliable measurement tool that can be used to evaluate creative thinking skills in Turkish culture.

Keywords

Assessment of creative thinking, Creative thinking, Divergent thinking

References

• Anastasi, A. (1988). Psychological testing. 5th Edition. MacMillen Inc.
• Argun, Y. (2004). Okul öncesi dönemde yaratıcılık ve eğitimi. Anı Yayıncılık.
• Artut, K. (2004). An investigation on children’s development level of drawing during pre-school illustration education. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1).
• Ayman-Nolley, S. (1999). A Piagetian perspective on the dialectic process of creativity. Creativity Research Journal, 12(4), 267-275. https://doi.org/10.1207/s15326934crj1204_4
• Batson, D., & Ventis, L. (1982). The Religious Experience: A Social-Psychological Perspective. New York: Oxford University Press. Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
• Chambers, J. A. (1973). College teachers: Their effect on creativity of students. Journal of Educational Psychology, 65(3), 326. https://doi.org/10.1037/h0035632
• Chien, C. Y., & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60. https://doi.org/10.1016/j.tsc.2010.02.002
• Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of applied psychology, 78(1), 98.
• Cowley, S. (2005). Letting the buggers be creative. Continuum International Publishing Group.
• Cronbach, L.J. (1990). Essentials of psychological testing. 5th Edition. Harper & Row.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal Bilimler İçin Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Pegem Akademi Yayıncılık.
• Dağ İ. (2005) Psikolojik Test ve Ölçeklerde Geçerlik ve Güvenirlik, 3P Psikiyatri Psikoloji Psikofarmakoloji Dergisi, Cilt 13, Ek Sayı 4, 2005;17-23.
• Deng, L., Wang, L., & Zhao, Y. (2016). How creativity was affected by environmental factors and individual characteristics: A cross-cultural comparison perspective. Creativity Research Journal, 28(3), 357-366.
• Doi Y, Minowa M. Factor structure of the 12-item General Health Questionnaire in the Japanese general adult population. Psychiatry and Clinical Neurosciences. 2003;57:379-383.
• Fautley, M., & Savage, J. (2007). Creativity in secondary schools. Learning Matters.
• Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological assessment, 7(3), 286.
• Gow, G. (2000). Understanding and teaching creativity. Tech Directions, 59(6), 32.
• George D, & Mallery P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
• Guilford, J. P. (1950). Fundamental statistics in psychology and education. 2nd Edition. McGraw-Hill.
• Guilford, J. P. (1967). Creativity: Yesterday, today and tomorrow. The Journal of Creative Behavior, 1(1), 3-14. https://doi.org/10.1002/j.2162-6057.1967.tb00002.x
• Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7(2), 191-205.
• Hickey, M., & Webster, P. (2001). Creative thinking in music. Music Educators Journal, 88(1), 19-23.
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Evaluating model fit: a synthesis of the structural equation modelling literature. In 7th European Conference on research methodology for business and management studies (pp. 195-200).
• Hoyle, R.H. (1995). ‘The structural equation modeling approach: Basic concepts and fundamental issues. In R.H. Hoyle (Ed.), Structural equation modeling, concepts, issues, and applications (pp. 1–15). Sage.
• Hoyle, R. H. (2000). Confirmatory factor analysis. In Handbook of applied multivariate statistics and mathematical modeling (pp. 465-497). Academic Press.
• Jellen, H., & Urban, K.K. (1986). The TCT-DP (Test for Creative Thinking – Drawing Production): An instrument that can be applied to most age and ability groups. Creative Child and Adult Quarterly, 11, 138-155.
• Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
• Kale, N. (1994), Three intellectual abilities: Critical thinking, creative thinking, problem solving. Yaşadıkça Eğitim Dergisi, 28, 24- 27.
• Karabey, B. & Yürümezoğlu, K. (2015). A review for creativity and giftedness with perspective of intelligence theories. Buca Eğitim Fakültesi Dergisi, 40, 86-106.
• Katz, S. L. (2009). Dichotomous forces of inspiration in the creative process: A study of within-domain versus beyond-domain music composers [Unpublished doctoral dissertation]. Harvard University Department of Education.
• Kline, P. (1994). An easy guide to factor analysis. Routledge.
• Kirisoglu, O. T. (2002). Sanatta Eğitim: Görmek, öğrenmek, yaratmak. Pegem Akademi Yayıncılık.
• Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
• Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. Psychology Press.
• Marsh, R. L., Landau, J. D., & Hicks, J. L. (1996). How examples may (and may not) constrain creativity. Memory & cognition, 24(5), 669-680.
• McCrae, R. R., Costa, P. T., & Arenberg, D. (1980). Constancy of adult personality structure in males: Longitudinal, cross-sectional and times-of-measurement analyses. Journal of Gerontology, 35(6), 877-883.
• Öncü, T. (2003). Torrance Yaratıcı Düşünme Testleri-Şekil Testi Aracılığıyla 12-14 Yaşları Arasındaki Çocukların Yaratıcılık Düzeylerinin Yaş ve Cinsiyete Göre Karşılaştırılması. Ankara Üniversitesi Dil ve Tarih Coğrafya Fakültesi Dergisi. 43(1), 221-237.
• Özden, Y. (2000). Öğrenme ve öğretme. Pegem Yayıncılık.
• Özözer, Y. (2005). Ne parlak fikir! Yaratıcı düşünme yöntemleri. Sistem Yayıncılık.
• Parkin, D. M., & Bray, F. I. (2005). Descriptive studies. In Handbook of epidemiology (pp. 157-230). Springer.
• Raudsepp, E., (1979), "How Creative Are You?". Personnel Journel, April, s. 218-220. Retrieved from, https://everything2.com/title/How+Creative+Are+You.
• Rawlinson, J. G. (1995). Yaratıcı düşünme ve beyin. Rota Yayıncılık.
• Runco, M. A. (1991). Divergent thinking. Ablex Publishing Corporation.
• Savage, J., & Fautley, M. (2007). Creativity in secondary education. Learning Matters. http://dx.doi.org/10.4135/9781446278727
• Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). Cambridge University Press.
• Tabachnick, B. G., and Fidell, L. S. (2001). Using multivariate statistics. 4th Edition. Allyn and Bacon.
• Tavakol, M. & Dennick, R. (2011) Making sense of Cronbach’s alpha. International Journal of Medical Education. 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
• Taylor, C. W. (1988). Various approaches to and definitions of creativity. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (p. 99–121). Cambridge University Press.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association.
• Torrance, E. P. (1974). Norms-technical manual: Torrance Tests of Creative Thinking. Ginn & Co.
• Torrance, E. P. (1977). Creativity in the classroom. National Education Association.
• Üstündağ, T. (2004). Yaratıcı drama öğretmenimin günlüğü. Pegem Akademi Yayıncılık. Vernon, P. E. (1989). The nature-nurture problem in creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity: Perspectives on individual differences (pp. 93–110). Plenum Press.
• Watkins, M. W. (2006). Determining parallel analysis criteria. Journal of modern applied statistical methods, 5(2), 344-346. https://doi.org/10.22237/jmasm/1162354020
• Wallach, M. A., & Kogan, N. (1965). A new look at the creativity‐intelligence distinction. Journal of personality, 33(3), 348-369. https://doi.org/10.1111/j.1467-6494.1965.tb01391.x
• Webster, P. R. (2002). Creativity and music education: Creative thinking in music: Advancing a model. Creativity and music education, 1, 33. Retrieved from, http://www.peterrwebster.com/pubs/WillinghamBook.pdf
• Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer Science & Business Media. Retrieved from, https://www.researchgate.net/profile/Rupert-Wegerif/publication/316806471_Dialogic_Education_and_Technology/links/5db0a675a6fdccc99d9321a4/Dialogic-Education-and-Technology.pdf
• Williams, F. E. (1980). Creativity Assessment Packet (CAP). DOK Publishers.
• Wu, X., Yang, W., Tong, D., Sun, J., Chen, Q., Wei, D., ... & Qiu, J. (2015). A meta‐analysis of neuroimaging studies on divergent thinking using activation likelihood estimation. Human brain mapping, 36(7), 2703-2718. https://doi.org/10.1002/hbm.22801