Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

Akcanca, Nur; Özsevgeç, Lale Cerrah

doi:10.12973/eu-jer.7.1.71

Cited by 15 publications

(14 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These skills should be habituated since elementary school age, so the students can compete to face various problems (Nair & Sanai, 2018). Everyone's creativity or divergent-thinking skill is closely related to their future in being able to give different ideas, innovate, easily develop, and adapt to the environment (Akcanca & Ozsevgec, 2019). This expectation is in line with the Minister of Education and Culture Regulation Number 20 of 2016 concerning the competency standards of primary and secondary education graduates and Number 21 of 2016 concerning Content Standards of Primary and Secondary Education.…”

mentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

show abstract

mentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…As a result, there are students who only follow the teacher's way of solving problems so that the solutions provided are not varied. This is contrary to the concept of fluency which is measured based on the number of solutions produced by students from solving multiple-solution tasks (Akcanca & Ozsevgec, 2017).…”

Section: Discussionmentioning

confidence: 92%

Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?

Zainudin¹,

Istiyono²

2019

EUROPEAN J ED RES

View full text Add to dashboard Cite

This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.

show abstract

“…There is a considerable evidence revealing beneficial effects on different facets of creative potential. Studies on creativity in education field show an effective and real development of creativity if relevant efforts are made in this direction in all levels of education from pre-school to higher education [3,8,[44][45][46][47][48]. In addition, evidence has been found to suggest the importance of the role of the educator as a basis for the development of creativity and an opportunity to guide the child's early development of creativity [49].…”

Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

Development of Creative Thinking Skills in the Teaching-Learning Process

Larraz-Rábanos¹

2021

Teacher Education - New Perspectives

View full text Add to dashboard Cite

Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.

show abstract

Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

Cited by 15 publications

References 27 publications

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?

Development of Creative Thinking Skills in the Teaching-Learning Process

Contact Info

Product

Resources

About