The effect of using creative thinking methods to student's success in teaching geography

TThe purpose of this study is to identify the effects of the Creative ThinkingTechniques Approach on the success, creativity of the second year high schoolstudents studying the ?Climate of Turkey? in Geography lessons.This research has been conducted with the experimental design model.Achievement test and creativity scale the means used in data collection in this study.The measurement tools that were developed have been applied to 75 second yearstudents studying at Ankara High School. In order to solve the subproblems of theresearch, one-way analysis of variance (ANOVA) and two-way analysis of variance(repeated measures) have been done; the values of frequency, percentage and meanhave been used.It was determined that the students in the experiment group belonged to the?average creativity? (48,65%) and ?above average creativity? (48,65%) groupsbefore the experiment was conducted. After the experiment, these students have beenidentified as belonging to the ?above average creativity? (58%) and ?highly creative?(34 %) groups with respect to the increase in their creativity levels. On the otherhand, while 3/4 of the students in the control group were identified as belonging tothe ?above average creativity? and ?highly creative? groups before the experimentwas conducted, their creativity levels were ?average creativity? (52,63 %)and ?aboveaverage creativity? (36,85 %) at the end of the experiment period highlighting thedecrease in their creativity levels.A meaningful difference obtains between the pretest and posttest cumulativeachievement scores before and after the experiment in the experiment group and thecontrol group in the ?Climate of Turkey unit. There exists a meaningful differencebetween the pretest and posttest average achievement scores with respect to thesuccess level of the students in the ?Climate of Turkey unit. The students in thecontrol group and the experiment group were taught through the use of two differentteaching models and their achievement scores belonging to the ?Climate of Turkeyivtest have displayed a meaningful difference. That is, in different function groups(experiment and control groups), the common effects of the factors of repeatedmeasures in the ?Climate of Turkey? unit test?s achievement levels are meaningful.There is not a meaningful difference between the pretest and posttestcumulative creativity scale scores. For the creativity of the students, there does notexist a meaningful difference between the pretest-posttest cumulative creativityscores. However, before and after the experiment, the creativity of the students in theexperiment group and control group who were taught through the use of twodifferent teaching models presents a meaningful difference. In other words, indifferent function groups(experiment and control groups), the common effects of therepeated measure factors display a meaningful difference.Science Code:Key words: Teaching Geography, Creative Thinking Techniques, Brain Storming,Creative Drama, Problem Solving, Creative ThinkingNumber of pages: 158Advisor: Yrd. Doç. Dr. Salih ŞAHİN