This paper explains the results of multi-year applications of the Test for Creative Thinking-Drawing Production in a Turkish context with Turkish participants. The purpose of the study is to present the results of several empirical studies conducted by different Turkish samples, using the instrument which was developed by Jellen and Urban for measuring the creative thinking potentials of individuals. The number of the subjects of all the studies described here totaled to 1529. These participants were of various ages and at various levels of ability, and they included primary school students, university students, and adults, as well as 369 gifted students, and 64 subjects with neurological problems. The author introduces the evaluation procedures, discusses the culturally fair characteristics of the test, and makes a case for the utility of the instrument in Turkey with a comparison of existing data in the literature related to the instrument
This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science.
Key words: Draw-A-Scientist Test (DAST), images of scientists, scientific literacy, values in science education.
In light of the current studies and the Turkish high school curriculum that emphasizes the importance of proof, justification and reasoning in mathematics education; this study aims to investigate freshmen and senior teaching science and mathematics students' a) conceptualizations regarding the nature and role of proof in school mathematics; b) reasoning patterns that emerge while proving mathematical statements. Data was collected in two sessions from freshmen and senior students during lecture hours, and analyzed both qualitatively and quantitatively. This is a pilot study of an ongoing research and the results are also being used for instrument development purposes.
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