The purpose of this research is to determine the effect of storyline method used in Social Studies Course on the creative thinking levels of sixth grade primary school students “Pre test post test matching control grouped quasi experimental design” has been used in the study The study group consisted of students studying at sixth grade in a primary school of Bolu in the spring term of 2006–2007 academic year The study includes two groups; an experimental and a control group The experimental group was instructed by using storyline method and the control group was instructed by traditional method Within this context in order to determine the levels of creative thinking Torrance Creative Thinking Test was administered before and after the instruction as a pre test and post test Paired samples and independent groups t test was used to analyse the data There was a statistically meaningful significance between the results of the creative thinking pre tests and post tests of the experimental group whereas a meaningful signifance was not found in the results of control group’s pre tests and post tests When the post test results were compared it was seen that except flexibility dimension there was a statistically meaningful significance in favor of experimental group These findings of the study reveal that storyline method based instruction can be effective on the development of creative thinking levels of students compared with traditional method Key words: Social studies course storyline method creative thinking
📌 3 Key Takeaways
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Objective & Hypothesis:The purpose of this research is to determine the effect of storyline method used in Social Studies Course on the creative thinking levels of sixth grade primary school students “Pre test post test matching control grouped quasi experimental design” has been used in the study The study group consisted of students studying at sixth grade in a primary school of Bolu in the spring term of 2006–2007 academic year The study includes two groups; an experimental and a control group The experimental group was instructed by using storyline method and the control group was instructed by traditional method Within this context in order to determine the levels of creative thinking Torrance Creative Thinking Test was administered before and after the instruction as a pre test and post test Paired samples and independent groups t test was used to analyse the data There was a statistically meaningful significance between the results of the creative thinking pre tests and post tests of the experimental group whereas a meaningful signifance was not found in the results of control group’s pre tests and post tests When the post test results were compared it was seen that except flexibility dimension there was a statistically meaningful significance in favor of experimental group These findings of the study reveal that storyline method based instruction can be effective on the development of creative thinking levels of students compared with traditional method Key words: Social studies course storyline method creative thinking
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Key Findings & Data:The purpose of this research is to determine the effect of storyline method used in Social Studies Course on the creative thinking levels of sixth grade primary school students “Pre test post test matching control grouped quasi experimental design” has been used in the study The study group consisted of students studying at sixth grade in a primary school of Bolu in the spring term of 2006–2007 academic year The study includes two groups; an experimental and a control group The experimental group was instructed by using storyline method and the control group was instructed by traditional method Within this context in order to determine the levels of creative thinking Torrance Creative Thinking Test was administered before and after the instruction as a pre test and post test Paired samples and independent groups t test was used to analyse the data There was a statistically meaningful significance between the results of the creative thinking pre tests and post tests of the experimental group whereas a meaningful signifance was not found in the results of control group’s pre tests and post tests When the post test results were compared it was seen that except flexibility dimension there was a statistically meaningful significance in favor of experimental group These findings of the study reveal that storyline method based instruction can be effective on the development of creative thinking levels of students compared with traditional method Key words: Social studies course storyline method creative thinking
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Conclusion & Impact:The purpose of this research is to determine the effect of storyline method used in Social Studies Course on the creative thinking levels of sixth grade primary school students “Pre test post test matching control grouped quasi experimental design” has been used in the study The study group consisted of students studying at sixth grade in a primary school of Bolu in the spring term of 2006–2007 academic year The study includes two groups; an experimental and a control group The experimental group was instructed by using storyline method and the control group was instructed by traditional method Within this context in order to determine the levels of creative thinking Torrance Creative Thinking Test was administered before and after the instruction as a pre test and post test Paired samples and independent groups t test was used to analyse the data There was a statistically meaningful significance between the results of the creative thinking pre tests and post tests of the experimental group whereas a meaningful signifance was not found in the results of control group’s pre tests and post tests When the post test results were compared it was seen that except flexibility dimension there was a statistically meaningful significance in favor of experimental group These findings of the study reveal that storyline method based instruction can be effective on the development of creative thinking levels of students compared with traditional method Key words: Social studies course storyline method creative thinking
🔬Design:Research Article
📍Scope:2006–2007 Verileri
⚙️Variables:Anahtar Kelimeler Sosyal bilgiler dersi · öyküleştirme yöntemi · yaratıcı düşünme
Abstract
The purpose of this research is to determine the effect of storyline method used in Social Studies Course on the creative thinking levels of sixth grade primary school students “Pre test post test matching control grouped quasi experimental design” has been used in the study The study group consisted of students studying at sixth grade in a primary school of Bolu in the spring term of 2006–2007 academic year The study includes two groups; an experimental and a control group The experimental group was instructed by using storyline method and the control group was instructed by traditional method Within this context in order to determine the levels of creative thinking Torrance Creative Thinking Test was administered before and after the instruction as a pre test and post test Paired samples and independent groups t test was used to analyse the data There was a statistically meaningful significance between the results of the creative thinking pre tests and post tests of the experimental group whereas a meaningful signifance was not found in the results of control group’s pre tests and post tests When the post test results were compared it was seen that except flexibility dimension there was a statistically meaningful significance in favor of experimental group These findings of the study reveal that storyline method based instruction can be effective on the development of creative thinking levels of students compared with traditional method Key words: Social studies course storyline method creative thinking
Özet
Bu araştırmanın amacı sosyal bilgiler dersinde uygulanan öyküleştirme yönteminin ilköğretim altıncı sınıf öğrencilerinin yaratıcı düşünme düzeylerine etkisini belirlemektir Araştırmada “ön test son test eşleştirilmiş kontrol gruplu yarı deneysel desen” kullanılmıştır Araştırmanın çalışma grubunu 2006–2007 eğitim ve öğretim yılı bahar döneminde Bolu ilinde yer alan bir ilköğretim okulunda öğrenim görmekte olan altıncı sınıf öğrencileri oluşturmaktadır Araştırmada biri deney diğeri kontrol olmak üzere iki grup oluşturularak deney grubunda öyküleştirme yöntemine kontrol grubunda ise geleneksel yaklaşıma dayalı öğretim yapılmıştır Bu bağlamda araştırmada öğrencilerin uygulama öncesi ve sonrasındaki yaratıcı düşünme düzeylerini belirlemek amacıyla Torrance Yaratıcı Düşünme Testi ön test ve son test olarak uygulanmıştır Araştırmada elde edilen verilerin analizinde bağımlı ve bağımsız gruplar için t testi kullanılmıştır Araştırmada deney grubundaki öğrencilerin yaratıcı düşünme testi ön test ve son test puanları arasında istatistiksel olarak anlamlı bir fark bulunurken kontrol grubundaki öğrencilerin ön test ve son test puanları arasında anlamlı bir fark bulunmamıştır İki grubun son testleri karşılaştırıldığında ise esneklik alt boyutu dışında diğer son test puanlarının deney grubu lehine olduğu görülmüştür Araştırmanın sonuçları öyküleştirme yöntemine dayalı öğretim sürecinin geleneksel yönteme göre öğrencilerin yaratıcı düşünme düzeylerini geliştirmede etkili olduğunu ortaya koymaktadır Anahtar kelimeler: Sosyal bilgiler dersi öyküleştirme yöntemi yaratıcı düşünme
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