An Investigation of the Thinking-style Profiles of Fine Arts Education Department Students

Temiz, Ebru

doi:10.1016/j.sbspro.2012.08.135

Cited by 4 publications

(4 citation statements)

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“…Hence, the comparison of the thinking styles in different countries that are socio culturally diverse can be remarkable. Akcay (2019) and Temiz (2012) concluded that the higher-level students in the faculty of fine arts generally have the legislative, executive, judicial, hierarchic, external, and liberal thinking styles, while lower-level students have the conservative and oligarchic thinking styles. Ince et al (2018) highlighted that the thinking styles most preferred by prospective mathematics teachers are the legislative, executive, hierarchic and liberal thinking styles, whereas the least preferred thinking styles are the conservative and oligarchic thinking styles.…”

Section: Discussionmentioning

confidence: 99%

Thinking styles in occupational therapy students

Kars

Akyürek

2023

Psychology in the Schools

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The identification of the thinking styles plays an essential role in determining the educational methods according to the needs of the students. The aim of this study is determination of the relationship between thinking styles, metacognition, and academic achievement of occupational therapy students (OTS). In the 2018‐2019 academic year, OTS (n = 117) completed student data form, the Inventory of Thinking Styles, and the Scale of Metacognitive Skills. Kruskal–Wallis variance analysis was used to determine whether there was a significant relationship between thinking styles and class variables, and Spearmen correlation analysis was used to determine the relationship between thinking styles and academic averages. OTS prefer legislative, hierarchic, judicial, and liberal thinking styles most frequently. OTS tend to prefer the oligarchic, local, and liberal thinking styles towards the last year. Furthermore, a positive low to moderate correlation was found between the metacognition and the legislative, executive, hierarchic, local, internal, and liberal thinking styles. Thinking styles of OTS is crucial for occupational therapy education. To better understand the complexity of students thinking styles, future studies should conduct different regions.

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Section: Discussionmentioning

confidence: 99%

Thinking styles in occupational therapy students

Kars

Akyürek

2023

Psychology in the Schools

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“…Thanks to vocational training, women who are included in the workforce increase their participation in the workforce with the hobbies that are suitable for them. When the literature is examined (Taşpınar, 2013;Ayçiçek, 2012;Temiz, 2009;Abay et al, 1999;İçli et al, 1999), studies indicate that vocational courses included in nonformal education increase female employment. Vocational training courses that enable trainees to acquire a profession in parallel with economic developments and according to the employment policy of the country by providing short-term and gradual training are important (Öksüz, 2007).…”

Section: The Effect Of Non-formal Education On Woman Employmentmentioning

confidence: 99%

Yaygin Eği̇ti̇mi̇n (Halk Eği̇ti̇mi̇ Merkezleri̇) Kadin Geli̇şi̇mi̇ Üzeri̇ne Genel Bi̇r Bakiş

Arabaci

2023

Meriç Uluslararası Sosyal Ve Stratejik Araştırmalar Dergisi

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Non-formal education is important for people to renew themselves, to better adapt to the new conditions brought by social differentiation, and to complete some of their deficiencies in formal education. Since it includes individuals with age, education level, desire to learn, gender and different needs, it shows a very comprehensive and heterogeneous feature. The aim of non-formal education is to enable individuals to increase their abilities and at the same time to provide basic education opportunities to individuals who lack formal education. Information is also shared to help them solve personal problems. Non-formal education opens vocational courses for adults and especially women. Public Education Centers are the largest non-formal education institutions in Turkey. Establishment works have been started throughout the country since 1956 and its activities continue in provinces and districts. These centers help individuals develop and mature on issues such as ignorance, illiteracy, outmoded behaviors and beliefs, and abandonment of unreasonable behaviors. In addition, non-formal education activities are quite extensive due to the different expectations and needs of individuals from different statuses of the society, such as peasants, urbanites, workers, employers, farmers, tradesmen, housewives, and self-employed. Since the Public Education Centers mostly consist of female teachers specialized in women's handicrafts and clothing, the courses opened are mostly for these fields. In this study, the activities of Public Education Centers in Turkey, which aim to increase women's participation in the workforce and their income, and which are within the scope of non-formal education in hobby development, and their importance are examined.

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“…Painting is one of the ways to represent people's imagination [1] (pp. [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29]; in other words, people like to record their imaginary and observed scenes in paintings. Moreover, paintings are the sum of people's perceptions of objects (such as the perceptions of the appearance of the shape, volume, and color of the object).…”

Section: Introductionmentioning

confidence: 99%

“…Painting creation can cultivate children's sense of innovation, esthetic judgment, and ability to evaluate beauty. Fine art education affects students' thinking styles [19], and helps them to improve their imagination, creativity, and observation in the process of painting [20]. Fine art education also affects students' observation ability [21]; for example, after children learn about perspective, they have the cognitive ability of space.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Characteristics of Children’s Growth through Practical Art

Nagai

2020

Healthcare

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Children’s paintings reflect their growth environments and psychological conditions, and these growth environments represent children’s family and educational environments in primary schools. The characteristics of these paintings change as children grow, and children’s expressiveness in the paintings also improves. Children’s paintings are a representation of their perceptions of things; children transform their perceptions into images that can be understood and observed by people. This research studies the growth characteristics of children based on professional painting techniques. A digital image analysis method was used to analyze the painting techniques of children aged between 7 and 13. The growth characteristics of the different age groups were combined to analyze the representative characteristics of children’s paintings at different ages. Lastly, the results of part of a questionnaire survey were used to assist in studying these characteristics. Analysis of these paintings shows that children have a poor ability to control the scale of the objects. Furthermore, the details of the objects are ignored, and children have a poor imitation ability. Young children have lower spatial cognitive abilities than older children, and girls prefer to participate in painting more than boys.

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An Investigation of the Thinking-style Profiles of Fine Arts Education Department Students

Cited by 4 publications

References 0 publications

Thinking styles in occupational therapy students

Thinking styles in occupational therapy students

Yaygin Eği̇ti̇mi̇n (Halk Eği̇ti̇mi̇ Merkezleri̇) Kadin Geli̇şi̇mi̇ Üzeri̇ne Genel Bi̇r Bakiş

An Analysis of Characteristics of Children’s Growth through Practical Art

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