Öz
General purpose of this study is to examine the relationship between creative learning skills and learning styles of the 7th grade students. The survey has been done through the relational pattern model. The 7th grade students in the centre of Adana compose the infinite of this survey. By using irrational set sampling method, 141 state school students have been specified.
In the survey, Torrance tests of creative thinking and Kolb’s inventory about learning styles have been used for data acquisition. Besides, by making the 7th grade students fill a personal information form, their personal informations have been taken into consideration. After Torrance tests of creative thinking, Kolb’s inventory about learning styles and personal information form, the data has been transferred to the computer and analyzed using SPSS 25 programme. In the survey, Kay-Kare and Anova analysises have been handled as well as the arithmetic mean and standard deviation.
Participants’ maximum point of arithmetic mean, the level of fluency, flexibility and authenticity, is the level of flexibility. The level of fluency has the minimum average. After all, it has been seen that the levels of fluency, flexibility and authenticity are very close to each other. It has been respectively specified that the students mostly have assimilator learning style, secondly divergent learning style, next converger learning style and lastly accommodator learning style. It has been seen that the percentages of the assimilator and the divergent learning styles are very close to each other and they are the mostly used learning styles. After these styles, coverger learning style is preferred and the preferred style is the accommodator learning style. It has been seen that the creativity levels of the students who have converger learning style are higher than the creativity levels of the students who have divergent learning style
According to the outcome of the surver, most of the students have assimilator learning style. The students having assimilator learning style can concentrate on activities and studies orinted to develop this learning syle, because they prefer tangible and active life styles less. Fort he differences of the creativity levels of the students having divergent and converger learning styles, more detailed and extensive studies can be followed
Anahtar Kelimeler
Kaynakça
- General purpose of this study is to examine the relationship between creative learning skills and learning styles of the 7th grade students. The survey has been done through the relational pattern model. The 7th grade students in the centre of Adana compose the infinite of this survey. By using irrational set sampling method, 141 state school students have been specified. In the survey, Torrance tests of creative thinking and Kolb’s inventory about learning styles have been used for data acquisition. Besides, by making the 7th grade students fill a personal information form, their personal informations have been taken into consideration. After Torrance tests of creative thinking, Kolb’s inventory about learning styles and personal information form, the data has been transferred to the computer and analyzed using SPSS 25 programme. In the survey, Kay-Kare and Anova analysises have been handled as well as the arithmetic mean and standard deviation.
- Participants’ maximum point of arithmetic mean, the level of fluency, flexibility and authenticity, is the level of flexibility. The level of fluency has the minimum average. After all, it has been seen that the levels of fluency, flexibility and authenticity are very close to each other. It has been respectively specified that the students mostly have assimilator learning style, secondly divergent learning style, next converger learning style and lastly accommodator learning style. It has been seen that the percentages of the assimilator and the divergent learning styles are very close to each other and they are the mostly used learning styles. After these styles, coverger learning style is preferred and the preferred style is the accommodator learning style. It has been seen that the creativity levels of the students who have converger learning style are higher than the creativity levels of the students who have divergent learning style According to the outcome of the surver, most of the students have assimilator learning style. The students having assimilator learning style can concentrate on activities and studies orinted to develop this learning syle, because they prefer tangible and active life styles less. Fort he differences of the creativity levels of the students having divergent and converger learning styles, more detailed and extensive studies can be followed.
Ortaokul Yedinci Sınıf Öğrencilerinin Yaratıcı Düşünme Becerileri Ve Öğrenme Stillerinin İncelenmesi
Öz
Ortaokul yedinci sınıf öğrencilerinin yaratıcı düşünme becerileri ve öğrenme stillerini inceleme amacıyla yapılan araştırma, tarama modelinde ilişkisel desene göre yapılmıştır. Araştırmanın evrenini Adana Merkez ilçelerindeki ortaokullara devam eden yedinci sınıf öğrencileri oluşturmaktadır. Bu evrenden oransız küme örnekleme yöntemi kullanılarak dört devlet okulunda yedinci sınıfa devam eden 141 ortaokul öğrencisi belirlenmiştir.
Araştırmada Torrance Yaratıcı Düşünce Testi ve Kolb’un Öğrenme Stilleri Envanteri veri toplama aracı olarak kullanılmıştır. Ayrıca yedinci sınıf öğrencilerine kişisel bilgi formu doldurularak kişisel bilgileri alınmıştır. Bilgisayar ortamına aktarılan veriler SPSS 25 programı kullanılarak analiz edilmiştir. Araştırmada, aritmetik ortalama ve standart sapma gibi betimsel analizlerin yanında, Kay-Kare ve Anova analizleri kullanılmıştır.
Araştırmaya katılan öğrencilerin akıcılık, esneklik ve orijinallik düzeyi aritmetik ortalamalarının en yüksek puan değeri olarak esneklik düzeyinde olduğu görülmüştür. En düşük ortalamanın ise akıcılık düzeyinde olduğu belirlenmiştir. Bununla birlikte akıcılık, esneklik ve orijinallik değerlerinin birbirine oldukça yakındır.
Öğrencilerin sırasıyla en çok özümseyen öğrenme stiline, sonra değiştiren öğrenme stiline, daha sonra ayrıştıran öğrenme stiline ve son olarak da yerleştiren öğrenme stiline sahip olduğu belirlenmiştir. Özümseyen ve değiştiren öğrenme stillerine sahip öğrenci sayılarının birbirine oldukça yakın olduğu ve en çok kullanılan stiller olduğu görülmüştür. Bu stillerden sonra tercih edilen stil ayrıştıran ve en az tercih edilen öğrenme stili ise yerleştiren olarak belirlenmiştir. Ayrıştıran öğrenme stiline sahip öğrencilerin yaratıcılık düzeylerinin değiştiren öğrenme stiline sahip bireylerin yaratıcılık düzeylerinden daha yüksek olduğu görülmüştür.
Özümseyen öğrenme stiline sahip olan öğrenciler Somut yaşantı ve aktif yaşantı öğrenme biçimlerini daha az tercih etmelerinden dolayı bu öğrenme biçimlerini geliştirmeye yönelik etkinlik ve çalışmalara ağırlık verilebilir. Değiştiren ve ayrıştıran öğrenme stiline sahip öğrencilerin yaratıcı düşünme düzeylerinin farklılıklarına yönelik olarak daha derinlemesine ve detaylı nitel çalışmalar yapılabilir
Anahtar Kelimeler
Kaynakça
- General purpose of this study is to examine the relationship between creative learning skills and learning styles of the 7th grade students. The survey has been done through the relational pattern model. The 7th grade students in the centre of Adana compose the infinite of this survey. By using irrational set sampling method, 141 state school students have been specified. In the survey, Torrance tests of creative thinking and Kolb’s inventory about learning styles have been used for data acquisition. Besides, by making the 7th grade students fill a personal information form, their personal informations have been taken into consideration. After Torrance tests of creative thinking, Kolb’s inventory about learning styles and personal information form, the data has been transferred to the computer and analyzed using SPSS 25 programme. In the survey, Kay-Kare and Anova analysises have been handled as well as the arithmetic mean and standard deviation.
- Participants’ maximum point of arithmetic mean, the level of fluency, flexibility and authenticity, is the level of flexibility. The level of fluency has the minimum average. After all, it has been seen that the levels of fluency, flexibility and authenticity are very close to each other. It has been respectively specified that the students mostly have assimilator learning style, secondly divergent learning style, next converger learning style and lastly accommodator learning style. It has been seen that the percentages of the assimilator and the divergent learning styles are very close to each other and they are the mostly used learning styles. After these styles, coverger learning style is preferred and the preferred style is the accommodator learning style. It has been seen that the creativity levels of the students who have converger learning style are higher than the creativity levels of the students who have divergent learning style According to the outcome of the surver, most of the students have assimilator learning style. The students having assimilator learning style can concentrate on activities and studies orinted to develop this learning syle, because they prefer tangible and active life styles less. Fort he differences of the creativity levels of the students having divergent and converger learning styles, more detailed and extensive studies can be followed.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makale |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Aralık 2019 |
| Kabul Tarihi | 31 Aralık 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 4 Sayı: 2 |
