The effect of systematic education applied in biology, to the achievement of creative thinking

The purpose of this study was to investigate whether there is a significant difference between the effect of students' creative thinking achieved by the systematic education and the traditional education. Pretest–posttest control groups of the quasi experimental method was used as model in this research, carried out in academic year 2011-2012, in the town of Hopa, province Artvin, at Nuri Vatan Anadolu Lise (Anatolian High School), in the spring semester, 30 individuals were randomly selected to the experimental and 30 individuals were randomly selected to the control group, this from 60 students of the 9th class. At the beginning of the educational process, the data collection instrument the Torrance Tests of Creative Thinking [TTCT], was as a pretest applied to the both groups. Biological topic "Conscious Individuals and Livable Environment" was treated by systematic educational way in the experimental group and by traditional way in the control group. At the end of the educational process, the data collection instrument the TTCT, was as a posttest applied to the both groups. For comparison, the experimental group pretest-posttest and control group pretest-posttests; dependent samples t-test, the experimental and the control group with the experimental and control group pretest, independent samples t test was used for comparison of the last tests. At the resulting levels of creative thinking, a significant difference between the pretest of the. experimental and control groups, were not found (p> .05). Therefore, the groups were initially considered equivalent. According to the findings; Experimental group, between the TTCT pretest and the posttests, concerning the verbal form; with the averages of the scores of fluency 1, flexibility 1, 3, originality 2, concerning the figural form; fluency, synthesis of the in completed lines, the averages of the scores of the extension of or passing the boundaries of and fantasy, while there is a significant difference in favour of the final tests, there is significant reduction of the original averages of seven scores related to the verbal form. Control group, between the TTCT pretest and the posttests, concerning the verbal form; the averages of the scores of originality 1, 4, 5, 6, 7, fluency 2, 3, 5, 6, 7, flexibility 7, while the total scores of fluency, originality and flexibility together with the originality of figural form, the averages of the scores abstractness of the titles, enrichment, early-closing resistance, story telling, explaining titles and of the internal visualization, shows a significant reduction, the averages of the scores of the fluency of the figural form, the synthesis of the in completed lines, the extension of or passing the boundaries, shows a significant increase. Experimental group and the control group, between the TTCT pretest and the posttests, concerning the verbal form; averages of the scores of fluency 1, 2, 3, 4, 6, flexibility 1, 2, 3, 4, originality 1, 2, 3, 4, 6, 7, between the averages of the scores of the fluency, of the flexibility, of the originality and the averages of the scores of the abstractness of the titles of the figural form, of the story telling, of the explaining titles, of the internal visualization, of the extension of or passing the boundaries, is a significant difference in favour of the experimental group. According to the findings above; it's possible to come to the conclusion that the systematical education is more effective than the traditional one in increasing creative thinking. Keywords: Biology, Systematic Education, Achievement, Traditional Education, Creative Thinking.