The Effect of Teaching Based on the Purdue Model on Creative Thinking Skills of Students

Abstract

In this study we aimed to find out the effect of the activity related with the 7 th grade mathematics subject "The Arithmetic of Conscious Consumer" for second phase primary students in Turkey by introducing Purdue 3-stage model which is used for gifted students' education and to search whether this activity affects students' creative thinking skills or not. In order to find out these effects, an experimental study has been carried out with 61 students from Capitol Primary School at Uskudar district 188 Araş. Gör. Esra ALTINTAŞ -Doç. Dr. Ahmet Şükrü ÖZDEMİR -Araş. Gör. Abdülkadir KERPİÇ in Istanbul. While 'The Arithmetic of Conscious Consumer' has been taught to 33 of 7 th grade experimental group students by using the activity which has been developed according to Purdue model, the same subject has been taught 28 of 7 th grade control group students by using activities as stated in national education curriculum for the said subject. Before and after the study, "Creativity Scale (How Creative Are You?)" was given to the students in every groups. Data collected in line with the aims of the study were analyzed by using Kolmogorov-Smirnov test, independent groups t-test, dependent group t-test and Mann-Whitney U test and then results were shown in tables and interpreted. Research findings in view of the results showed that there was a significant difference in creativity test scores in favour of experimental group in creativity post-test average scores between control and experimental groups. Bu çalışmada üstün yetenekli öğrencilerin eğitimi için kullanılan Purdue 3 aşamalı model tanıtılarak, Türkiye'deki ortaokul seviyesindeki öğrenciler için 7. sınıf Bilinçli Tüketim Aritmetiği konusuyla ilgili bu modele dayalı geliştirilen aktivitenin etkisini tespit etmek ve bu aktivitenin öğrencilerin yaratıcı düşünme becerilerini geliştirip geliştirmediğini tespit etmek amaçlanmıştır. Bu etkileri ortaya çıkarmak için İstanbul'un Üsküdar ilçesinde yer alan Capitol İlköğretim Okulu'ndaki 61 öğrenciyle deneysel bir çalışma gerçekleştirilmiştir. Bilinçli Tüketim Aritmetiği konusu deney grubundaki 33 öğrenciye Purdue modeline dayalı olarak geliştirilen bir aktivite kullanılarak anlatılmıştır. Aynı konu 28 kontrol grubu öğrencisine konuyla ilgili Milli Eğitim müfre-Kalem Eğitim ve İnsan Bilimleri Dergisi 2013, 3 (1), 187-214 189 datında yer alan etkinlikler kullanılarak anlatılmıştır. Uygulama öncesi ve sonrası yaratıcılık ölçeği (Ne kadar yaratıcısınız?) iki gruba da uygulanmıştır. Çalışmanın amacı kapsamında toplanan veriler Kolmogorov-Smirnov testi, bağımsız grup t-testi, bağımlı grup t-testi ve Mann-Whitney U testi kullanılarak analiz edilmiştir ve sonuçlar tablolar halinde gösterilerek yorumlanmıştır. Elde edilen sonuçlar göstermektedir ki, kontrol ve deney grubunun yaratıcılık son test puanları arasında deney grubu lehine anlamlı bir farklılık vardır. Anahtar Kelimeler: Yaratıcılık; Yaratıcı düşünme; Purdue model.

The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis

“…In general, the effect coefficients had positive/ meaningful effects on academic achievement of the related applications. In this context, this result obtained from the studies included in meta-analysis was consistent with the master's theses (Akdal, 2011;Aydın, 2011;Bacak, 2008;Çalışkan, 2006;Kayahan, 2010;Şahintürk, 2012;Yıldız, 2012;Yılmaz, 2006), PhD theses (Aktamış, 2007;Parker, 2008;Tezci, 2002) and articles (Altıntaş, Özdemir & Kerpiç, 2013;Gündoğan, Arı &Gönen, 2013;Kim & Kim, 2010;Naeini & Masood, 2012) which were conducted nationally and internationally in different years. In addition, the meta-analytic studies performed internationally by Davis (2009) and Feist (1998) had also positive effect sizes.…”

What Is Creativity in Education? A Qualitative Study of International Curricula

“…Ideally, both are needed: Teachers should be creative in their own pedagogic methods while simultaneously enhancing the creative skills and attributes of their students. Research from a range of fields, including design (Çubukçu & Dündar, 2007), mathematics (Altintaş et al, 2013), business (Williams, 2001), engineering (Daly et al, 2012), medicine (Glasziou et al, 2011), and education (Beghetto & Kaufman, 2016) demonstrates that creativity can be taught, learned, and developed. What is less clear, however, is exactly which knowledge, skills, and attributes are involved.…”

Improving of Students’ Creative Thinking Through Purdue Model in Science Education

“…Besides, according to Moon (2004), the use of the Purdue Model in science, technology, engineering, and mathematics courses enriches the creativity of students. Likewise, Altıntaş, Özdemir and Kerpiç (2013) presented in parallel with the results of this research that Purdue Model is more effective in teaching the 7th classes of 'Conscious Consumption Arithmetic' than the current program on students' creativity.…”