Examining the impact of creative reading activities on learning outcomes in life sciences lessons

This study aims to examine the effects of creative reading activities on the critical thinking tendencies, perceptions of success, and the creative reading process of 3rd-grade students. The research problem is framed by the question, "What are the effects of creative reading practices in the Life Sciences course on critical thinking skills, perceptions of success, and the creative reading process?" The research was conducted using a mixed-methods approach, employing both quantitative and qualitative methods. The quantitative aspect of the study was conducted using a 'pre-test post-test control group quasi-experimental design,' while the qualitative aspect utilized case study design. The sample of the study consists of 3rd-grade students from the Hamamözü and Göynücek districts of Amasya during the 2023-2024 academic year. Students attending Hamamözü Atatürk Primary School were chosen as the experimental group. Before and after the implementation of creative reading activities, groups were administered the "Perception of Success Scale for Primary School Students," the "Critical Thinking Tendencies Scale for Primary School Students," and the "Creative Reading Process Evaluation Scale" in the form of pre-tests and post-tests. The data were transferred to a computer environment and analyzed using SPSS software. Parametric tests were applied to data that were determined to show normal distribution. It was found that creative reading activities did not cause a significant difference in students' critical thinking tendencies. When initial conditions were controlled, although both groups showed an increase in their scores, the average scores of the experimental group in critical thinking tendencies were higher. While there was no significant difference in the average scores of perceptions of success, the greater increase in the experimental group suggests that creative reading activities positively affected the students' perceptions of success. No significant difference was observed between the pre-test and post-test scores of the experimental and control groups in the third variable, the creative reading process. Although both groups showed an increase in average scores, this increase was more pronounced in the post-test average score of the experimental group. To uncover the experiences, thoughts, and perspectives of the students regarding the creative reading activities they engaged in during the Life Sciences course, a semi-structured interview was applied. Following interviews with the students, it was concluded that creative reading practices were enjoyable and entertaining, facilitated the understanding of Life Sciences topics, increased students' desire to read, were effective in imagining and visualizing what was read, and that students expressed a desire for these practices to be applied in Turkish, Science, and Mathematics classes as well. It was also found that creative reading practices enabled students to generate different ideas and share those ideas.