Analysis of Primary School Students’ Creative Thinking Tendencies towards Social Studies

Year 2020, Volume: 18 , 45 - 49, 31.12.2020

Tugba Kafadar

Abstract

In the study it was aimed to examine primary school students' creative thinking tendencies towards social studies. The research was designed according to phenomenology design form, which is one of the qualitative research design forms. The participants of the study were determined according to the criterion sampling, which is one of the purposeful sampling methods. The participants of the study are the 4th graders where the social studies course is given. Research data are gathered through the interview method. An open-ended interview form was used while collecting research data. In the interview form, students were asked to form metaphors in one question and to answer the questions by drawing a picture in the other questions. Data obtained within the scope of the research were analyzed with the content analysis technique. The results obtained according to the outcome of the research are as follows: Life, right, experience, life science, friendship, communication, children's rights, knowledge lesson, responsibility, box full of information, physical science, scholar, smart board, entertainment, information garden, culture, scientists, machinery, history, technology, justice, geography have been the metaphors obtained. When asked about their dream social studies course, they drew pictures illustrating activities where they actively took part. As for their dream social studies teacher; The illustrations of mostly more well-groomed, modern, smiling, more caring, polite behaving teachers and mostly the female teachers as a social studies teacher are among the pictures they drew. Regarding the question of what would you like to learn more from the social studies course, they mostly drew pictures illustrating subjects focused on social activities, sensitivity, child rights, subjects related to Ataturk and with themes of information related to the natural environment, protecting the natural environment, traffic rules they might use in their daily life, information on their personal identity and family, science and technology.

Keywords

Social studies, Creative thinking, Elementary School

References

• Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71-80.
• Edinyang, S. D. (2016). The significance of social learning theories in the teaching of social studies education. International Journal of Sociology and Anthropology Research, 2(1), 40-45.
• Eragamreddy, N. (2013). Teaching creative thinking skills. International Journal of english language & translation studies, 1(2), 124-145.
• Ersoy, E. & Başer, N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3494-3498.
• Grant, S. G., Swan, K., & Lee, J. (2017). Inquiry-based practice in social studies education: Understanding the inquiry design model. Taylor & Francis.
• Özerbaş, M. A. (2011). Yaratıcı Düşünme Öğrenme Ortamının Akademik Başarı ve Bilgilerin Kalıcılığa Etkisi. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 31(3), 675-705.
• Shaver, J. P. (1979). The status of social studies education: Impressions from three NSF studies. Social Education, 43(2), 150-53.
• Siburian, J., Corebima, A. D., & Saptasarı, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99-114.
• Rahardjanto, A. (2019). Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher. International Journal of Instruction, 12(2), 179-192.
• Ritter, S. M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1(3), 243-253.
• Tohir, M., Abidin, Z., Dafik, D., & Hobri, H. (2018). Students creative thinking skills in solving two dimensional arithmetic series through research-based learning. IOP Conf. Series: Journal of Physics: Conf. Series 1008 (2018) 012072.
• Yaman, S., & Yalçın, N. (2005). Fen bilgisi öğretiminde probleme dayalı öğrenme yaklaşımının yaratıcı düşünme becerisine etkisi. Elementary Education Online, 4(1), 42-52.
• Van Kessel, C., & Crowley, R. M. (2017). Villainification and evil in social studies education. Theory & Research in Social Education, 45(4), 427-455.
• Weiss, I. R. (1978). Report of the 1977 national survey of science, mathematics, and social studies education. Center for Educational Research and Evaluation.
• Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through differentiated science inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77-91.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8th ed.). Ankara: Seçkin Publishing