The effect of instructional applications based on creative thinking on scientific creativity, scientific process skills and academic achievement

Creativity is a kind of ability that exists among all human beings but its development can be achieved with appropriate instructional environment. The situations which teaching strategy, activity, method and techniques that are appropriate for their aimed-behaviors and preparation levels are used, develops the students creativity and contributes to their being scientific thinking individuals. To learn physics by scientific thinking, scientific process skills must be gained. Purpose of this study is to investigate the effects of instructional applications in Science and Technology course based on creative thinking on students? scientific creativity, scientific process skills, and academic achievement. This study is an experimental study and conducted with 48 students in Kars Province. During implementation of ?Body Systems? unit, experimental group was taught with instructional applications based on creative thinking, and control group was taught with practices in the current curriculum. Before and after the study, Scientific Creativity, Scientific Process Skills test and Academic Achievement test about ?Body Systems? were applied to both groups. Also, qualitative data obtained from interviews conducted with students and observation of courses. After implementation of the study, it was found that there was a meaningful difference between students in experimental and control groups according to scientific creativity, scientific process skills, and academic achievement. This difference was determined in the behalf of experimental group which was taught by instructional applications based on creative thinking. Therefore, it was found that instructional applications based on creative thinking has improved students? level of scientific creativity and has increased the students? scientific process skills and academic achievement. Also, students claimed that their thinking powers and creativities were developed by these applications and they can look at events from different viewpoints. This finding is stood by observation?s data. When the relationship between the practices based on students? creativity, academic achievement and scientific process skills is considered, scientific creativity in science and technology education should be increased.