ŞBİRLİKLİÖĞRENMEORTAMINDAKİYARATICIETKİNLİKLERİNÖĞRENCİLERİNYARATICIVEELEŞTİRELDÜŞÜNMELERİİLEAKADEMİKBAŞARILARIÜZERİNEETKİSİ

Bu araştırmada, işbirliğine dayalı öğrenme ortamında yaratıcı örneklerle zenginleştirilmiş Bilgisayar II dersinin öğrencilerin yaratıcı ve eleştirel düşünmeleri ile akademik başarılarına etkisini incelemek amaçlanmıştır. Gazi Üniversitesi Sosyal Bilgiler Öğretmenliği Bölümü 1. Sınıf öğrencilerinden oluşan 47 öğretmen adayı üzerinde yürütülmüştür. ANCOVA sonuçlarına göre, farklı iki öğrenme ortamında öğrenim gören öğretmen adaylarının öntest puanlarına göre düzeltilmiş sontest yaratıcılık ortalama puanları arasında işbirliğine dayalı öğrenmenin kullanıldığı grup lehine anlamlı bir farkın olduğu görülmektedir. Araştırmada öğrenme ortamına ilişkin öğrencilerin akademik başarı puanlarının dahil olunan gruba göre değişip değişmediği ile ilgili araştırma sorusu için iki faktörlü ANOVA kullanılmıştır. Elde edilen bulgulara göre; her iki grupta öğrenim gören öğretmen adaylarının, sontest akademik başarı puanlarında bir artış olduğu söylenebilir. Yaratıcı düşünme ve eleştirel düşünme arasındaki ikili korelasyonun sonucu yaratıcı düşünme ile eleştirel düşünme arasında düşük düzeyde, pozitif olan ancak anlamlı olmayan bir ilişki bulunmuştur.

THEEFFECTOFCREATIVEACTIVITIESINCOOPERATIVELEARNINGENVIRONMENTONSTUDENTS'CREATIVEANDCRITICALTHINKINGANDTHEIRACADEMICACHIEVEMENT

This study explores the effects of Computer Literacy--II course, which is enhanced with creative examples, on students' creative thinking, critical thinking and academic achievement in a collaborative learning environment. The participants of the study were 47 freshmen from Gazi University, Department of Social Sciences Education. A One--Way ANCOVA analysis was conducted to examine the effects of educational environment with two levels while pre--test scores was covariate. The results showed that there is a significant difference between creative--collaborative computer activities and creative computer activities on the side of creative--collaborative computer activities. Two--way ANOVA was used for the research question----which is related to the learning environment--asking whether the student teachers' academic achievement rates change according to the participants. According to the findings, there has been an increase in posttest academic achievement rates of prospective teachers who receive education in both groups. Furthermore, the relationship between critical thinking and creative thinking was examined by using Pearson product--moment correlation coefficient. Correlation analysis shows that there is a non--significant, low, positive correlation between critical thinking and creative thinking.

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