Enhancing Gifted Students' Creative Thinking Through Science Laboratory

Creative Commons License

Coştu F.

EUROPEAN JOURNAL OF EDUCATION, cilt.2024, ss.1-18, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 2024
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1111/ejed.12784
  • Dergi Adı: EUROPEAN JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
  • Sayfa Sayıları: ss.1-18
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

The aim of this study was to examine the impact of the Predict-Explain- Observe-Discuss-Explain (PEODE)-based laboratory onenhancing the verbal and figural creativity of gifted students. The quasi-experimental research design utilised a pre- and post-test approach with a non-equivalent control group, consisting of 60 sixth-grade gifted students. The participants were randomlyassigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the controlgroup underwent traditional laboratory tasks, whereas the experimental group participated in PEODE-based laboratory tasks.Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking(TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EGregarding both verbal and figural creativity. These findings suggest that the PEODE-based laboratory approach can effectivelyenhance the creative abilities of gifted students