Th effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students.
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| Title: | Th effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students. |
|---|---|
| Authors: | Eerdogan, Tolga1 terdogan@hacettepe.edu.tr, Akkaya, Recai2, Akkaya, Sibel Çelebi3 |
| Source: | Educational Sciences: Theory & Practice. Winter2009, Vol. 9 Issue 1, p181-194. 14p. |
| Subject Terms: | *Creative thinking testing, *Creative ability, *Creative thinking, *School children, Forcing (Model theory), Analysis of variance |
| Abstract: | The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre testpost test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed the sample. The study was carried out with two groups. One of these groups was determined as the experimental group and the other was as the control group. While a teaching based on the Van Hiele model was carried out in the experimental group, a teaching with the traditional method was carried out in the control group. The instruction was carried out by the researchers in both groups. In the study, the Shapes Section of the Torrance Creative Thinking Test was administered in order to determine the creative thinking levels of students before and after the teaching. In order to determine whether there is a significant difference between the creative thinking levels of the experimental and control groups before and after the instruction, t-test was used. At the end of the study, although there is a significant difference between the creative thinking test, fluency, originality, the titles' being abstract, creative forces lists, and creativity pre test and post test scores of the students in the experimental group, a significant difference between the pre test and post scores of students in the control group related to the sub-dimensions of creativity thinking and total scores was not observed. When the creative thinking levels of the students after the instruction was examined, a significant difference was found in total post test scores related to fluency, originality, the titles' being abstract, creative forces lists and creativity in advantage of the experimental group. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Sciences: Theory & Practice is the property of EDAM- Education Consultancy Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 38416287 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Th effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Eerdogan%2C+Tolga%22">Eerdogan, Tolga</searchLink><relatesTo>1</relatesTo><i> terdogan@hacettepe.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Akkaya%2C+Recai%22">Akkaya, Recai</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Akkaya%2C+Sibel+Çelebi%22">Akkaya, Sibel Çelebi</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Sciences%3A+Theory+%26+Practice%22">Educational Sciences: Theory & Practice</searchLink>. Winter2009, Vol. 9 Issue 1, p181-194. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Creative+thinking+testing%22">Creative thinking testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Forcing+%28Model+theory%29%22">Forcing (Model theory)</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre testpost test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed the sample. The study was carried out with two groups. One of these groups was determined as the experimental group and the other was as the control group. While a teaching based on the Van Hiele model was carried out in the experimental group, a teaching with the traditional method was carried out in the control group. The instruction was carried out by the researchers in both groups. In the study, the Shapes Section of the Torrance Creative Thinking Test was administered in order to determine the creative thinking levels of students before and after the teaching. In order to determine whether there is a significant difference between the creative thinking levels of the experimental and control groups before and after the instruction, t-test was used. At the end of the study, although there is a significant difference between the creative thinking test, fluency, originality, the titles' being abstract, creative forces lists, and creativity pre test and post test scores of the students in the experimental group, a significant difference between the pre test and post scores of students in the control group related to the sub-dimensions of creativity thinking and total scores was not observed. When the creative thinking levels of the students after the instruction was examined, a significant difference was found in total post test scores related to fluency, originality, the titles' being abstract, creative forces lists and creativity in advantage of the experimental group. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Sciences: Theory & Practice is the property of EDAM- Education Consultancy Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 181 Subjects: – SubjectFull: Creative thinking testing Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Creative thinking Type: general – SubjectFull: School children Type: general – SubjectFull: Forcing (Model theory) Type: general – SubjectFull: Analysis of variance Type: general Titles: – TitleFull: Th effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Eerdogan, Tolga – PersonEntity: Name: NameFull: Akkaya, Recai – PersonEntity: Name: NameFull: Akkaya, Sibel Çelebi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 26305984 Numbering: – Type: volume Value: 9 – Type: issue Value: 1 Titles: – TitleFull: Educational Sciences: Theory & Practice Type: main |
| ResultId | 1 |
