Gender differences in creative thinking

Matud, M. Pilar; Rodrı́guez, Cristina; Grande, José R

doi:10.1016/j.paid.2007.03.006

Cited by 83 publications

(58 citation statements)

References 15 publications

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“…In school B and school C, male students' enhancement is detected higher in terms of figural creativity meaning that male students tend to have higher abilities in the formation of ideas by combining patterns of shapes or images given. These findings are conformable to Matud et al [18], who find male students in secondary education have statistically higher scores on t he aspects of figural authenticity, while in higher education female students score higher on the aspect of verbal fluency. Naderi et al, [19] states that the average female score is higher than the average male score on the aspects of environmental sensitivity, self-power, intellectuality and individuality, but the average score for female is lower than male in terms of initiative and art.…”

Section: Resultssupporting

confidence: 89%

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Gunawan¹,

Suranti²,

Nisrina³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Creativity is one of important goals of education. Students' creativity can be enhanced in information technology-assisted classroom. This study investigated the increase of students' creativity as they follow virtual laboratory-aided physics classroom sessions. The research was conducted towards three classes in three different high schools. The subjects had studied about virtual laboratory-aided physics learning. Samples were selected using purposive sampling technique suggesting 34 male and 36 female students. The results showed an increase exhibited by all students in terms of verbal and figural creativity. Overall, the average increases on creativity were of 55.6% for female students and 52.2% for male students. Verbal creativity was higher than the figural one, which was indicated of 59.02 and 41.97 for each group. The level of verbal creativity achievement were of 55.5 f or male students and 62.4 for female students, while in terms of figural creativity, the score was 44.4 for male students and 39.6 for female students. It was also revealed that female students performed higher verbal creativity than male students. On the other hand, male students had shown higher figural creativity than female students.

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Section: Resultssupporting

confidence: 89%

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Gunawan¹,

Suranti²,

Nisrina³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

View full text Add to dashboard Cite

show abstract

“…Comparatively, a score of value p= 0.012 for a post test shows a slight difference of mean between both genders. This finding is parallel with several studies, such as Baer & Kaufman (2006);Caparrós, Barrantes-Vidal, Viñas, & Obiols, (2008);DeMoss, Milich, & DeMers (1993); Kaufman (2006);and Matud, Rodriguez, & Grande (2007) that confirmed there was no significant difference in the level of creativity between male and female. However, on the other hands, various study shows otherwise (Eysenck, 1994;Maccoby, 1990;Norfauzi & Mohammad Yusof, 2002;Reiss, 2000;Stoltzfus, Nibbelink, Vredenburg, & Hyrum, 2011).…”

Section: Findings and Discussionsupporting

confidence: 90%

A Preliminary Study on the Islamic Creativity Practices

Nizah

Ismail²,

Zarif³

et al. 2015

MJSS

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“…Yaratıcı düşünme ile ilgili yapılan çalışmalarda araştırmacıların cinsiyet (Matud et al, 2007;Öncü, 2003;Gök ve Erdoğan,2011;Yaşar ve Aral, 2011), akademik başarı (Koray ve diğerleri, 2007;Aksoy, 2005), anne-baba eğitim durumu (Yaşar ve Aral, 2011), sosyo ekonomik düzey (Yaşar ve Aral, 2011), mezun olunan lise türü, (Ulukök ve diğerleri, 2012), öğretmen davranışları (Yenilmez ve Yolcu, 2007), öğrenme stilleri (Tümkaya, 2011), okul öncesi eğitimi alma durumu (Yaşar ve Aral, 2010) gibi değişkenlerden etkilenme durumları üzerinde çalışmalar yaptıkları tespit edilmiştir. Gök ve Erdoğan (2011) tarafından yapılan "Sınıf Öğretmeni Adaylarının Yaratıcı Düşünme Düzeyleri ve Eleştirel Düşünme Eğilimlerinin İncelenmesi" adlı araştırmada yaratıcı düşünmenin cinsiyet, akademik başarı, anne eğitim durumu değişkenlerinden etkilendiği, mezun olunan lise türü, baba eğitim durumu değişkenlerinden etkilenmediği; eleştirel düşünmenin ise araştırmada ele alınan değişkenlerin hiçbirisinden etkilenmediği ortaya konulmuştur.…”

Section: Yaratıcılık Ve Yaratıcı Düşünmeunclassified

Fizik Öğretiminde Çizgi-Roman Tekniği İle Geliştirilen Bilim-Kurgu Hikâyelerinin Yaratıcı Düşünme Becerilerine Etkisi

Orcan¹,

İngeç²

2015

HUJE

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ÖZ:Bu araştırmanın amacı çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin 11. sınıf öğrencilerinin yaratıcı düşünme becerilerinin gelişimine etkisini incelemektir. Çalışmada "tek gruplu ön test-son test deseni" kullanılmıştır. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyeleri eğitim materyali olarak kullanılmıştır. Çalışma kapsamında Fizik müfredatı modern fizik ünitesinde yer alan konularla paralellik gösteren, Jean-Pierre Petit ve Gilles d'Agostini (Petit, 1983) tarafından hazırlanan siyah beyaz çizgi-roman serisinin bir bölümü seçilmiştir. Araştırma, 2012/2013 eğitim-öğretim yılının birinci yarıyılında, Anadolu Lisesi'nde 30 öğrenci ile 5 hafta süreyle ders saatinde gerçekleştirilmiştir. Öğrencilerin yaratıcı düşünme becerilerini ölçmek için Williams (1980) tarafından geliştirilen Farklı Düşünme Testi (FDT) kullanılmıştır. Verilerin çözümlenmesinde ilişkili örneklemler t-testi, Wilcoxon işaretli sıralar testi gibi istatistiksel yöntemler kullanılmıştır. Araştırmanın sonuçlarına göre uygulamaya katılan öğrencilerin Farklı Düşünme Testi (FDT) son test ve ön test puanlarında ve yaratıcı düşünme becerileri alt boyutları olan esneklik ve orijinallik boyutları ön test puanları anlamlı bir fark bulunmuştur. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin öğrencilerin yaratıcı düşünme becerilerinin geliştirilmesinde kullanılabilecek bir materyal olduğu sonucuna ulaşılmıştır. Anahtar sözcükler: Çizgi-roman, bilim-kurgu, fizik eğitimi, yaratıcı düşünme ABSTRACT: The purpose of this study is to examine the effects of science fiction stories developed by comic technique on creative thinking skills of 11 th grade students. The one-group pretest-posttest design is used in the study. Science-fiction stories developed by comics technique was used as training materials. A black and white comic book series created by Jean-Pierre Petit and Gilles d'Agostini, which has parallels with modern physics unit of physics curriculum, was selected. The research was conducted in the first semester of the school year of 2012/2013 and carried out with 30 students who studied in Anatolian High School for 5 weeks during class hours. The Divergent Thinking Scale (DTS) developed by Williams (1980) was used to measure the students' creative thinking skills. Wilcoxon Signed Ranks Tests, the associated samples t-test, and descriptive analysis techniques were used to analyze the data. The results of the study revealed that there was a significant difference between Creativity Assessment Packet pre-test and post-test scores. Also, there was a significant difference between flexibility and originality pre-test and post-test scores, which are creative thinking sub-dimensions, of students who participated in the research. It was concluded from the study that science fiction studies developed using comic technique could be as a material to improve students' creative thinking abilities.

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Gender differences in creative thinking

Cited by 83 publications

References 15 publications

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

A Preliminary Study on the Islamic Creativity Practices

Fizik Öğretiminde Çizgi-Roman Tekniği İle Geliştirilen Bilim-Kurgu Hikâyelerinin Yaratıcı Düşünme Becerilerine Etkisi

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