The Development of Creative Thinking in Preschool Teachers: the Effects of SCAMPER Program
Keywords:
Creative Thinking, SCAMPER Program, Preschool TeachersAbstract
This study aims at revealing the effects of the application of SCAMPER program . on creative thinking skills of preschool female teachers. The question " What is the effectiveness of the SCAMPER program in the development of creative thinking for teachers in the pre- school stage ?" constitutes the problem of the study. For this purpose, the one- group study method was used in the second semester of the academic year 2013-2014. The study group consists of 10 female preschool teachers in total. The data acquired upon the study were analyzed through content analysis. This study provides awareness to the teachers with the instructional design prepared via SCAMPER program. As a result of the study shows that teachers were seen to have performed improvement in creative thinking skills.Downloads
References
Aladağ, S. (2005).The effect of project based learning approach in teaching mathematics to the academic achievements and attitudes in primary education ( Unpublished Master's Thesis). Institute of Educational Sciences, Gazi University: Ankara.
Bchenfeld. M (2005). Creative experiences for young children. her court brace publishers, U.S.A,.
Çıbık Sert A. (2006 ). The effects of project based learning approach to the logical thinking ability and attitude of students in science lesson. (Unpublished Master's Thesis). Institute of Social Sciences, Çukurova University: Adana
Coşkun, M. (2004).Project based learning approach in geography education. (Unpublished Doctoral Dissertation). Institute of Educational Sciences, Gazi University: Ankara.
Feyzioğlu, B., Kiremit, Ö. H., Samur, Ö. A. and Aladağ, E. (2012). Yibo’s are thinking scientifically in natural environment. Journal of Research in Education and Teaching, Volume:1, Issue: 4.
Gladding, S. T., & Henderson, D. A. (2000). Creativity and family counseling: The SCAMPER model as a template for promoting creative processes. The Family Journal, 8, 245–249
Herrmann, M. (2011). Harnessing students’ creativity and imagination as a means to effective engagement in sustainable education. Learning and Teaching in Higher Education, 5, 73-85.
Jaarsveldt, N(2011). Creativity As A Crucial Process In The Development Of The Young Child. MA Thesis Submitted To University Of South Africa.
Jagiello, J. (2012). Arts-based Creativity for Children through SCAMPER Tool: Facilitating Preschool Innovation. The Banff Centre, Alberta, Canada.
Lou, C, Nai-Ci; T, Huei-Yin; T, Kuo.(2012). Using Blended Creative Teaching: Improving a Teacher Education Course On Designing Materials For Young Children. Australasian Journal of Educational Technology, 28(5), 776-792.
Majid, D Kay-Cheng (2009). Enhancing Children’s Creativity: An Exploratory Study on Using the Internet and SCAMPER as Creative Writing Tools. The Korean Journal of Thinking & Problem Solving, 13(2).
Matthew, L.(2010). SCAMPER: a Scalable and Extensible Packet Prober for Active Measurement of the Internet”. IMC’10, Melbourne, Australia.
Roger, V (2011). SCAMPER: A Tool FOR Creativity And Imagination Development For Children. Center for Creative Leadership, New York.
Serrat, O. (2009). The SCAMPER Technique. (Retrieved on 05.05.2013 from http://digitalcommons.ilr.cornell.edu/intl)
Thomas, J. W. (2000). A Review Of Research On Project-Based Learning . Buck Institute For Education. Retrieved October 1, 2004, From
Http://Www.Bie.Org/Tmp/Research/Researchreviewpbl.Pdf
Yılmaz, O. (2006).The effects of project based learning on the learners’ academic achievement, creativity and attitude at social studies in the 7th grade of primary school. (Unpublished Master's Thesis) . Institute of Social Sciences, Zonguldak Karaelmas University: Zonguldak.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
