Development of Creative Thinking Skills with Aesthetic Creativity Teaching Activities in Social Studies Course

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dc.contributor.authorGurkan, Burcu
dc.contributor.authorDolapcioglu, Sevda
dc.date.accessioned2024-09-18T20:57:07Z
dc.date.available2024-09-18T20:57:07Z
dc.date.issued2020
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis research is qualitative research that examined the effects of aesthetic creativity practices on students' creative- thinking skills in a Social Studies course. The research was designed according to the case study design of qualitative research methods. The study group was determined by criterion sampling from purposeful sampling types. The study group comprised 12 fourth-grade students and their classroom teacher and were from a middle socioeconomic school in Hatay in the 2017-2018 academic years. In the Social Studies course, aesthetic creativity activities were implemented through performance tasks in a 17-hour period, and students' development in creative thinking skills followed. Data were collected through semi-structured interviews and structured observation. The interviews were conducted with the students and the classroom teacher. To evaluate students' development, the classroom teacher was interviewed at the end of the process. The students were interviewed at the end of the process, and the data were analyzed through content analysis. The data obtained from the observations were analyzed descriptively through the Creative Thinking Skills Evaluation Rubric (CTSER), structured by the researchers, and comprised creative thinking, imagination, idea production, humor, research, product creation, and problem-solving sub-dimensions. The results revealed that the students showed the most improvement in the dimensions of idea production and humor. In addition, the students demonstrated a distinguishable development in their research, problem-solving, and image dimensions. Although the students developed product building skills, none attained the level of creating unique products. Another result is that the aesthetic creativity teaching practices achieved the objectives in terms of sense-making and affective skills (e.g., providing a pleasant classroom environment, expressing emotions).en_US
dc.identifier.doi10.15390/EB.2020.8474
dc.identifier.endpage77en_US
dc.identifier.issn1300-1337
dc.identifier.issue202en_US
dc.identifier.startpage51en_US
dc.identifier.trdizinid376823en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2020.8474
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/376823
dc.identifier.urihttps://hdl.handle.net/20.500.12483/12298
dc.identifier.volume45en_US
dc.identifier.wosWOS:000530588700003en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education and Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSocial studiesen_US
dc.subjectCreative thinkingen_US
dc.subjectCreativityen_US
dc.subjectAesthetic creativityen_US
dc.subjectCase studyen_US
dc.titleDevelopment of Creative Thinking Skills with Aesthetic Creativity Teaching Activities in Social Studies Courseen_US
dc.typeArticleen_US

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