Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

Öz

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

Anahtar Kelimeler

• Scientific creativity,pre-school prospective teachers,science education,instructional techniques supporting scientific creativity

Kaynakça

1. Aksoy, G. (2005). Fen egitiminde yaratici dusunme temelli bilimsel yontem surecinin ogrenme urunlerine etkisi [The effect of the scientific method process, which is based on creative thinking, on the learning outcomes in science instruction]. MA diss., Zonguldak Karaelmas University.
2. Aktamis, H. & Ergin, O. (2006). Fen egitimi ve yaraticilik [Science education and creativity]. Journal of Buca Education Faculty, 20, 77-83.
3. Aktamis, H. & Ergin, O. (2007). Bilimsel surec becerileri ile bilimsel yaraticilik arasindaki iliskinin belirlenmesi [Investigating the relationship between science process skills and scientific creativity]. Hacettepe University Journal of Education, 33, 11-23.
4. Alsahou, H. (2015). Teachers’ beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. PhD diss., University of Exeter.
5. Andiliou, A. & Murphy, P. K. (2010). Examining variations among researchers‘ and teachers‘ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5, 201-219.
6. Antink Meyer, A., & Lederman, N. G. (2015). Creative cognition in secondary science: An exploration of divergent thinking in science among adolescents. International Journal of Science Education, 31(10), 1547-1563.
7. Argun, Y. (2012). Okul oncesi donemde yaraticilik ve egitimi [Creativity and its importance in preschool]. Ankara: Ani Press.
8. Barnes, J. & Shirley, I. (2007). Strangely familiar: Cross-curricular and creative thinking in teacher education. Improving Schools, 10(2), 162-179.

9. Barrow, L. H. (2010). Encouraging creativity with scientific inquiry. Creative Education, 1, 1-6.
10. Broinowski, I. (2002). Toward creativity in early childhood education a case study of the creative processes used by early childhood educators in curriculum planning for you [Abstract]. PhD diss., University of South Australia.
11. Buyukozturk, S. (2008). Sosyal bilimlerde veri analizi ders kitabi [Handbook of data analysis for social sciences]. Ankara: Pegem.
12. Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2014). Bilimsel arastirma yontemleri [Scientific research methods] (16th. ed.). Ankara: Pegem.
13. Candar, H. (2009). Fen egitiminde yaratici dusunme ogretim tekniklerinin ogrencilerin akademik basari, tutum ve motivasyonlarina etkisi [The effects of the creative teaching techniques on students’academic achievement, attitude and motivation in science education]. MA diss., Marmara University.
14. Celebi Oncu, E. (Ed.). (2014). Erken cocukluk doneminde yaraticilik ve gelistirilmesi [Creativity and development in early childhood]. (3rd ed.). Ankara: Pegem.
15. Cetingoz, D. (2002). Okul oncesi egitimi ogretmenligi ogrencilerinin yaratici dusunme becerilerinin gelisiminin incelenmesi [The examination of the development of the creative thinking skills of the students in the preschool teacher training program]. MA diss., Dokuz Eylul University.
16. Cheng, V. M. Y. (2004). Developing physics learning activities for fostering student creativity in hong kong context. Asia-Pacific Forum on Science Learning and Teaching, 5(2), 1-33.
17. Cheung, W. M.,Tse, S. K. & Tsang, W. H. (2003).Teaching creative writing skills to primary school children in Hong Kong: discordance between the views and practice of Language teachers. Journal of Creative Behavior, 37(2), 77-98.
18. Chiang, S. H. & Tang, V. (1999). An experimental study on a v-map teaching strategy of developing scientific creativity. Chinese Journal of Science Education, 7(4), 367-392.
19. Creswell, J. W. (2017). Karma yontem arastirmalarina giris [A Concise introduction to mixed methods research]. (M. Sozbilir, Translation Editor). Ankara: Pegem. Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C. & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
20. Demir, S. (2014). Bilimsel tartisma ve arastirmaya dayali tasarlanan laboratuar programinin, fen bilgisi ogretmen adaylarinin bilimsel yaraticiliklarina etkisi [The effect of scientific argumentation and inquiry based laboratory program on prospective science teachers’ scientific creativity]. PhD diss., Marmara University.
21. Demir, S. (2015a). Bilim ve dusunme becerilerine gore yaraticilik [Science and creativity according to thinking skills]. E. Celebi Oncu (Ed.), In Discovery of creativity (2nd ed., p. 75-96). Ankara: Hedef Press.
22. Demir, S. (2015b). Perception of scientific creativity and self-evaluation among science teacher candidate. Journal of Education and Practice, 6(18), 181-183.
23. Demir, S. (2015c). Perspectives of science teacher candidates regarding scientific creativity and critical thinking. Journal of Education and Practice, 6(17), 157-160.
24. Demir Kacan, S. (2015). Designing science games and science toys from the perspective of scientific creativity. Journal of Education and Practice, 6(26), 116-118.
25. Demir, S. & Sahin, F. (2014). Assessment of open-ended questions directed to prospective science teachers in terms of scientific creativity. Procedia-Social and Behavioral Sciences, 152, 692–697.
26. Denis Celiker H. & Balim, A. G. (2012). Bilimsel yaraticilik olceginin Turkce’ye uyarlama sureci ve degerlendirme olcutleri [Adaptation of scientific creativity test to Turkish and its assessment criterias]. Usak University Journal of Social Sciences, 5(2), 1-21.
27. Dikici, A. & Soh, K. (2015). Indexing creativity fostering teacher behaviour: Replication and modification. Higher Education of Social Science, 9(3), 1-10.
28. Erdogan, T., Akkaya, R. & Celebi Akkaya, S. (2009). The effect of the Van Hiele model based instruction on the creative thinking levels of 6th grade primary school students. Educational sciences: theory and practice, 9(1), 181-194.
29. Ersoy, E. & Baser, N. (2009). İlkogretim altinci sinif ogrencilerinin yaratici dusunme duzeyleri [Creative thinking levels of the 6th grade primary school students]. The Journal of International Social Research, 2(9), 128–137.
30. Frank, A. I. & Buining, F. (2007). A practice-based approach to developing creativity in higher education. Cebe Transactions, 4(2), 8-26.
31. Hu, W. & Adey, P. A. (2002). Scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
32. Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., et al. (2013). Increasing students' scientific creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3-21.
33. Inel Ekici, D. (2016). Ogretmenler ogrenme ortaminda ogrencilerin yaraticiligini destekleme duzeylerine iliskin kendilerini nasil degerlendiriyorlar? [How teachers evaluate themselves regarding their behaviours fostering students’ creative thinking in learning environment?]. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1287-1308.
34. Grosul, M. (2010). In search of the creative scientific personality. MA diss., San Jose State University.
35. Johnson, B. & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). New York: Pearson/Allyn & Bacon.
36. Kadayifci, H. (2008). Yaratici dusunmeye dayali ogretim modelinin ogrencilerin maddelerinin ayrilmasi ile ilgili kavramlari anlamalarina ve bilimsel yaraticiliklarina etkisi [The effect of an instructional model based on creative thinking on students’ conceptual understanding of separation of matter subject and their scientific creativity]. PhD diss., Gazi University.
37. Kampylis, P., Berki, E. & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking skills and creativity, 4(1), 15-29.
38. Kaptan, F. & Kusakci, F. (2002, September). Fen ogretiminde beyin firtinasi tekniginin ogrenci yaraticiligina etkisi [The effect of brain storm technique on student creativity in science teaching]. Paper presented at the 5th National Conference on Science and Mathematics Education, Orta Dogu Technical University, Ankara.
39. Karatas Ozturk, S. (2007). Yaratici dusunmeye dayali ogrenme yaklasiminin ogrencilerin yaratici dusunme ve problem cozme becerilerine etkisi [The effect of the learning approach based on creative thinking upon the creative thinking and problem solving skills of students. MA diss., Osmangazi University.
40. Karwowski, M. & Soszynsk, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity (RPTC). Thinking Skills and Creativity, 3, 163–171.
41. Karwowski, M. (2015). Peer effect on students’ creative self-concept, special issue on connecting theory. Research, and Practice in the Psychology of Creativity, 49(3), 211-225.
42. Kind, P. & Kind, V. (2007). Creativity in science education: Perspectives and challenges for developing school science. Studies in Science Education, 43(1), 1-37.
43. Kiras, B. & Bezir Akcay, B. B. (2016). Yedinci sinif vucudumuzda sistemler unitesinin ogretiminde aktif ogrenme yontemi uygulamalarinin ogrencilerin bilimsel yaraticiligina etkisi [The effect of active learning methods’ technics on student’s scientific creativity in teaching body systems unit in seventh grade]. International Journal of Active Learning, 1(2), 1-20.
44. Koray, O. (2003). Fen egitiminde yaratici dusunmeye dayali ogrenmenin ogrenme urunlerine etkisi [The influence of science education based on creative thinking on learning products]. PhD diss., Gazi University.
45. Koray, O. (2005). Fen egitiminde yaratici dusunmeye dayali ogrenmenin ogretmen adaylarinin yaraticilik duzeylerine etkisi [The influence of science education based on creative thinking on creativity of preservice teachers]. Educational Administration in Theory & Practice, 40, 580-599.
46. Kurtulus, N. (2012). Yaratici dusunmeye dayali ogretim uygulamalarinin bilimsel yaraticilik bilimsel surec becerileri ve akademik basariya etkisi [The effect of instructional applications based on creative thinking on scientific creativity, scientific process skills and academic achievement]. MA diss., Karadeniz Technical University.
47. Laius, A. & Rannikmae, M. (2005). The influence of social issue-based science teaching on students’ creative thinking. Science Educational International, 14(4), 21-28.
48. Lee, I. R. & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94.
49. Lim, S. & Smith, J. (2008). The structural relationships of parenting style, creative personality and loneliness, Creativity Research Journal, 20(4), 412-419.
50. Lin, C., Hu, W., Adey, P. & Shen, J. (2003). The influence of case on scientific creativity. Science Education, 33(2), 143-162.
51. Liang, J. C. (2002). Exploring scientific creativity of eleventh grade students in Taiwan. PhD diss., University of Texas.
52. Miles, M. B. & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. California: Sage.
53. Milli Egitim Bakanligi [MEB] (2013). Okul oncesi egitim program [Pre-school education curriculum]. Ankara: Temel Egitim Genel Mudurlugu.
54. Mirzaie, R. A., Hamidi, F. & Anaraki, A. (2009). Fen etkinliklerinin okul oncesi cocuklarindaki yaraticiligi tesvik etmeye etkisi uzerine bir arastirma [A study on the effect of science activities on fostering creativity in preschool children]. The Journal of Turkish Science Education, 6(3), 81–90.
55. Newton, D. P. & Newton, L. D. (2009). Some students’ conceptions of creativity in school science. Research in Science and Technology Education, 27(1), 45-60.
56. Ngaewkoodrua, N. & Suwanno, P. (2009, May). Scientific creative thinking students on science technology and society approach. Paper presented at the 3th International Conference on Science and Mathematics Education, Penang, Malaysia.
57. Oliveira, J. M. & Gallardo Echenique, E. E. (2015). Early childhood student teachers’ observation and experimentation of creative practices as a design processes. New Approaches in Educational Research, 4(2), 77-83.
58. Orcan, A. (2013). Cizgi-roman teknigi ile gelistirilen bilim-kurgu hikâyelerinin ogrencilerin yaratici dusunme becerilerinin ve fizige iliskin tutumlarinin gelismesine etkisi [The effect of science-fiction stories developed by comics technique, on creative thinking skills and physics attitudes of students]. MA diss., Gazi University.
59. Orcan, A. & Kandil İngec, S. (2015). Fizik ogretiminde cizgi-roman teknigi ile gelistirilen bilim-kurgu hikâyelerinin yaratici dusunme becerilerine etkisi [The effect of science-fiction stories developed by comics technique on creative thinking skills in physics teaching]. Hacettepe University Journal of Education, 31(4), 628-643.
60. Ozdemir, N. N. (2013). UYEP’e basvuran ogrencilerin bilimsel yaraticilik bilesenlerindeki cinisyet farkliliklarinin incelenmesi [The investigation of gender differences in scientific creativity of sixth grade students]. MA diss., Anadolu University.
61. Ozdemir, N. N. & Sak, U. (2013). Bilimsel yaraticilikta cinsiyet farkliliklarinin bilesensel analizi [A componential analysis of gender differences in scientific creativity]. Turkish Journal of Giftedness & Education, 3(2), 53-65.
62. Ozdemir, G. & Dikici, A. (2017). Relationships between scientific process skills and scientific creativity: Mediating role of nature of science knowledge. Journal of Education in Science, Environment and Health (JESEH), 3(1), 52-68.
63. Oztuna Kaplan, A. & Ercan, S. (2011). Yaratici dusunme tekniklerinden sinektik uygulamasina ornek bir calisma: Cocugun gozunde yaraticilik [A sample study on synectics activities from creative thinking methods: creativity from the perspective of children]. International Journal of Human Sciences, 8(2), 766-793.
64. Park, J. (2011). Scientific Creativity in Science Education. Journal of Baltic Science Education, 10(3), 144-145.
65. Rabanos, N. L. &Torres, P. A. (2012). Effects of a program for developing creative thinking skill. Electronic Journal of Research in Educational Psychology, 10(3), 1139-1158.
66. Rubenstein, L. D., McCoach, D. B. & Siegle, D. (2013). Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25(3), 324-334.
67. Sahin Pekmez, E. S., Aktamis, H. & Can, B. (2010). Fen laboratuari dersinin ogretmen adaylarinin bilimsel surec becerileri ve bilimsel yaraticiliklarina etkisi [The effectiveness of science laboratory course regarding the scientific process skills and scientific creativity of prospective teachers]. İnonu University Journal of the Faculty of Education, 11(1), 93-112.
68. Schmidt, A. L. (2010). The battle for creativity: Frontiers in science and science education. BioEssays, 32(12), 1016-1019.
69. Sedef, A. (2012). Yaratici drama etkinliklerinin ilkogretim 7. sinif ogrencilerinin bilimsel surec becerilerine, bilimsel yaraticiliklarina ve oz duzenlemelerine etkisi [The effect of creative drama activities on elementary school seventh grade students’ scientific process skills, scientific creativity and self-regulation]. MA diss., Pamukkale University.
70. Seligmann, E. R. (2007). Reaching students through synectics: A creative solution. PhD diss., University of Northern.
71. Shanahan, M. C. & Nieswandt, M. (2009). Creative activities and their influence on identification in science: Three case studies. Journal of Elementary Science Education, 21(3), 63-79.
72. Sipahi, B., Yurtkoru, E. S. & Cinko, M. (2006). Sosyal bilimlerde spss’le veri analizi [Data analysis via SPSS in social sciences]. İstanbul: Beta Press.
73. Soh, K. (2015). Creativity fostering teacher behavior around the world: Annotations of studies using the CFTIndex. Cogent Education, 2(1), 1-18.
74. Summak, A. E. G. & Aydin, Z. (2011). Yaraticilik ve ulusal egitim programlarinda yaraticiliga iliskin arastirmalar [Researches about creativity and creativity in national education program]. Journal of New World Sciences Academy Education Sciences, 6(1), 362-385.
75. Suzen, S. (2007). Aktif ogrenme teknikleriyle desteklenmis fen ve teknoloji egitiminin ogrenme urunlerine etkisi [The effect of the science and technology education supported by active learning techniques on learning outcomes. PhD diss., Gazi University.
76. Yildirim, A. & Simsek, H. (2016). Nitel arastirma yontemleri [Qualitative research methods in social sciences] (10th ed.). Ankara: Seckin Press.