Outdoor Activities to Promote Creative Thinking in Preschool Children

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

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The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

Aytaç

Kula

2022

Int. J. of Cont. Edu. Res.

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Effect of nature-activities education program on the multiple intelligence level of children in the age group of 8 to 12 years

Ceylan¹

2018

Educ. Res. Rev.

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Research population consists of 15 children who attended a 5 week (3 days a week) nature-activities course with the consent of their parents during the summer term of 2016-2017 academic year. Participants were selected from children who had never taken part in a nature activity before. Measurement tool of this study was "Development of Self-Assessment Scale in Multiple Intelligence Fields" of which validity and reliability test was conducted in 2001 by Gonca Seber. Since participants aged under 18, official consents of their parents were obtained to initiate the research. Next, scales were applied to all participants face-to-face for twice as before and after the implementation of education program. Obtained data were contrasted with the current multiple intelligence level and distribution of students via analyzing the changes was also measured at the end of 5-week education process. Changes detected in each of the multiple intelligence fields were explored and interpreted. Throughout the education process, 4 instructors supervised the participants. As a result linguistic intelligence (t=-5.20; p<0.05), visual intelligence (t=-8.29; p<0.05), mathematical intelligence (t=-13.72; p<0.05), kinesthetic intelligence (t=-6.96; p<0.05), social intelligence (t=-6.16; p<0.05), intrapersonal intelligence (t=-11.01; p<0.05), naturalistic intelligence (t=-8.46; p<0.05) and musical intelligence (t=-12.08; p<0.05) posttest scores of all participants are significantly higher than their pretest scores. A positive and significant relationship was measured between linguistic intelligence and naturalistic intelligence scores (r=0.59; p<0.01). Yet not any significant relationship existed between linguistic intelligence and other types of intelligence. A negative and significant relationship was measured between the scores of kinesthetic intelligence and social intelligence (r=-0.59; p<0.01). A negative and significant relationship was identified between the scores of social intelligence and intrapersonal intelligence (r=-0.52; p<0.01).

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Outdoor Activities to Promote Creative Thinking in Preschool Children

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The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

Effect of nature-activities education program on the multiple intelligence level of children in the age group of 8 to 12 years

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