The Effect of Differentiation Approach Developed on Creativity of Gifted Students: Cognitive and Affective Factors

Autor/inn/en	Altintas, Esra; Özdemir, Ahmet S.
Titel	The Effect of Differentiation Approach Developed on Creativity of Gifted Students: Cognitive and Affective Factors
Quelle	In: Educational Research and Reviews, 10 (2015) 8, S.1191-1201 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Teaching Methods; Individualized Instruction; Creativity; Academically Gifted; Thinking Skills; Creative Thinking; Mathematics Instruction; Pretests Posttests; Comparative Analysis; Experimental Groups; Control Groups; Statistical Analysis; Foreign Countries; Grade 5; Grade 6; Elementary School Mathematics; Achievement Tests; Multiple Intelligences; Private Schools; Age Differences; Turkey; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Kreativität; Denkfähigkeit; Kreatives Denken; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligenz (Psy); Private school; Privatschule; Age; Difference; Age difference; Altersunterschied; Türkei
Abstract	The aim of the study is to develop a differentiation approach for the mathematics education of gifted middle school students and to determine the effect of the differentiation approach on creative thinking skills of gifted students based on both cognitive and affective factors. In this context, the answer to the following question was searched: "Is there any effect of the differentiation approach developed based on mathematics education of gifted students on the creativity of gifted students?" In the present study, in the scope of quantitative research the model of pre test-post test with control group was used. The sample of the study consists of 54 gifted students studying at 5th and 6th grade in a private school in Maltepe district of Istanbul. As a data gathering tool, Mathematics achievement test, Torrance Creativity test, Divergent Feeling test and multiple intelligence test were used. When the experimental group to whom the activities designed based on differentiation approach was applied compared with the control group, the creative thinking skills based on fluency, flexibility, originality and elaboration scores and creative thinking skills based on curiosity, imagination, risk-taking and complexity increased in a significant way. These results show that the developed differentiation approach increased the creativity of the students. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01