Abstract
Our world continues to change. With changes come problems. To live comfotably in a such world, one has to adapt to change by identifying and creatively solving problems. Project-based learning gives student an opportunity to identify interesting problems and a change to carry out investigations to solve them. While doing their investigate projects, children take academic risk and they gain knowledge, and they develop problem solving and creative thinking skills. These knowledge and skills will help student to identify and solve daily problems, as well as become more productive and successful individuals in today’s changing world (Barry, 2002).
The purpose of this study was to examine the effects of project based learning approach on creative thinking ability, problem solving ability and level of academic risk taking of 7th grade students in science education. In this study, data to test the researh questions were collected through three different instruments. Torrance Test of Creative Thinking Figural Form A, which has been developed by E.P. Torrance (1966) and adapted to Turkish by Aksu in order to measure creative thinking ability. Group Assessment of Logical Thinking is originally prepared by Roadrankka, Yeany ve Padilla (1982) in order to measure problem solving ability. For third variable, Acedemic Risk Taking Scale is prepared by Clifford, in order to measure level of academic risk taking. The test was adapted by the researcher into Turkish.
Experimental method was used in this research. The research was non equilavent experimental pretest, posttest design with control group. The research applied on 67 elemantary school students attending in fall semester of 2001-2002 academic year in 7th grade students of Beytepe Elemantary School in Cankaya, Ankara. The resaerch was carried out on two groups; the experimental group (n=34) and control group(n=33). The education used to control group was traditional learning approach. The experimental group applied a science education based on project based learning and the groups were equal in terms of characteristics students and teachers.
Data obtained from marks given Test of Torrance Creative Thinking Figural Form A, Group Assessment of Logical Thinking, The Scale of Academic Risk Taking Questionnaires,, Students’ Files and Expression with Picture&Writing Test and by using Observation Record Form. This study was conducted for eight weeks.
The data were analized by analysis of MANOVA using the tenth version of SPSS. The results of stuy can be summarized as follows: After experimental process, according to creative thinking, problem solving skills and level of academic risk taking, there is a significat difference in experimental group’s favour. According to sex, there is no significant difference in creative thinking, problem solving skills and level of academic risk taking. The effect of interaction sex on problem solving skills and on originality that is sub dimension of creative thinking is significant.
Keywords: project based learning, creative thinking, problem solving skills, academic risk taking, science education
Language: English
Reference:
Korkmaz, Hunkar (2002). The Effects Of Project Based Learning on Creative Thinking Ability, Problem Solving Ability and Level of Academic Risk Taking in Science Education, January 2002. 210 pages
Correspondence
Hunkar Korkmaz, Ph.D.
Hacettepe University
Faculty of Education
Division of Primary Science Education
Beytepe-Ankara / TURKEY
e-mail: hunkar@hacettepe.edu.tr ; hunkarkorkmaz@yahoo.com
Phone: 00.90.312.297-8625, Ext: 139
Fax: 00.90.312.297-8626
