The effects of scamper (directed brainstorming) technique on learners? creative problem solving and achievement in the information and communication technologies course

The present study was conducted in the 2008-2009 academic year with 40 students who are enrolled in 10th and 11th grades of Şehit Sedat Nezih Özok High School located in Yozgat/Yerköy. The class taught with the case-based learning in the Information and Communication Technologies Course was assigned as the control group, whereas the class taught with both case based learning and with the technique of SCAMPER was assigned as the experimental group.In the education period, students in each group were given successive sample events and were asked to solve the events and to propose suggestions. While students in the control group proposed suggestions using case-based learning, students in the experimental group proposed suggestions using the methods of both case based learning and SCAMPER. Suggestions proposed by students were evaluated with content analysis. In terms of data analyses procedures, t-test and ANOVA were employed.According to t-test results, when students taught with both Case-Based Learning and with the technique of SCAMPER are compared with the students taught with only Case-Based Learning in terms of their creative problem solving scores, it was found that students taught with both Case-Based Learning and with the technique of SCAMPER scored significantly higher than the students taught with only case based learning method [t (38) = -4.20, p < .05].According to ANOVA results, when students taught with both Case-Based Learning and with the technique of SCAMPER are compared with the students taught with only Case-Based Learning in academic evaluation work scores, it was found that students taught with both Case-Based learning and with the technique of SCAMPER scored significantly higher than the students taught with only case based learning method [F(1,38 = 8.91, p < .05)].