The effect of interdisciplinary art on creative problem solving skills and a model suggestion

ABSTRACT In recent years, people involved in educational policy-making have focused on new approaches to education. Like in many developed countries, educational policy-makers in Turkey, too, have started to place greater Y emphasis on the importance of education and educational reseach. Interdisciplinary Art Education, which aims at creative problem-solving skills, seems to provide a good basis for this interest in new approaches to education as opposed to traditional views on education. The purpose of this dissertation is to suggest a course that is based on Interdisciplinary Art Education and aims at the development of higher thinking skills. To this end, this study presents a model for the teaching of subject matter at an elementary level through an integration of art, sciences, geometry and technology, and thereby help students acquire high order thinking skills (creative problem solving skills). In accordance with this model, a sample "Tessellation" unit for the 7th grade students has been developed. Additionally, a detailed analysis of teaching done through the implementation of this "Tessellation" unit has been made. In this study, the Interdisciplinary approach and creative problem solving method are introduced; the process through which the elements of the method are devised is mentioned; and certain theoretical and practical implications of the method are presented. In accordance with the purpose of this study, six sub-problems have been identified and an attempt has been made to provide a solution to these problems. Making use of field-specific knowledge and expertise, goals have been set to develop high order thinking skills at the 7th grade, and seven scales (one critical thinking test and six observation scales) have beenXI devised to assess the achievement of these goals and the sub-skills of creative problem solving skills such as team work, brain-storming, and critical thinking. The following is a description of the scales used in this study: "The critical thinking test" has been conducted computer-based and has been applied to 45 7th grade students in Ahmet Vefik Paşa İlköğretim Okulu. It has been given both as a pre-test and post-test before and after the "Tessellation" unit. The Observation Scales have been used through the Web in the last week of the implementation of the model. The participants (students, teachers, researchers) have filled in all the scales using the data base of the Ministry of National Education. The Observation scales are composed of six sections. These sections have been determined and finalized with the help of some experts in the field, and through a preliminary study with 7th grade students in four classes in the 2001-2002 academic year. These observation scales include the following: "a creative problem-solving scale", "a computer literacy scale", "a team work and brain-storming scale", "a creativity and productivity scale", "a personal attitudes (towards problem solving) scale", "a portfolio assessment scale". The implementation of the model lasted ten weeks. The observations made by teachers and observers during this time have been analyzed and the following results have been reached. As far as critical thinking skills are concerned, a significant improvement has been observed in the students' ability to perceive and describe, to analyze, and to interpret and judge. While the differences between the scores for each of the three sub-skills in the test were not remarkable before the implementation, the scores differed significantly following the implementation of the model. It has also been noted that the scores did not differ between genders.Xtt As regards students' creative problem solving skills, the model has contributed a lot to the students' acquisition of the target behaviour. No significant difference has been found between genders. There is a positive correlation between students' critical thinking and creative problem solving skills.The model has contributed to the students' overall academic success and achievement as well. The acquisition of knowledge and behaviour through such a model is in conformity with the the students's cognitive development levels. The incorporation of computers and computer technology into classroom teaching is one of the most important characteristics of this model. Student reactions to this model, as regards the cognitive, social, and affective domains, have been positive.