___

• Aljarrah, A. (2017). Play as a manifestation of children’s imagination and creativity. Journal for the Education of Gifted Young Scientists, 5(1), 23-36. http://dx.doi.org/10.17478/10.17478/JEGYS.2017.52
• Ağraş, S. & Şeyba, E. (2018). The role of imagination power and intuition in effective decision making. Atlas Journal, 4 (13), 1074-1098. http://dx.doi.org/10.31568/atlas.172
• Ai, X. (1999). Creativity and academic achievement: An investigation of gender differences. Creativity Research Journal, 12(4), 329–337. https://doi.org/10.1207/s15326934crj1204_11
• Ananiadou, K. & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers c. 41. OECD Publishing.
• Aral, N., Kandır, A., Can Yaşar, M. (2002). Okul öncesi eğitim ve okul öncesi eğitim programı (Preschool education and preschool education program). YA-PA Publishing.
• Argun, Y. (2012). Okul Öncesi Dönemde Yaratıcılık ve Eğitimi (Creativity and education in preschool period). Anı Publishing.
• Ataman, A. (2004). Üstün zekâlı ve üstün yetenekli çocuklar. Üstün Yetenekli Çocuklar Seçilmiş Makaleler Kitabı (Gifted and gifted children. gifted children selected articles book). Çocuk Vakfı Yayınları, 155-168.
• Atasoy, B., Kadayıfçı, H. & Akkuş, H. (2007). Öğrencilerin çizimlerinden ve açıklamalarından yaratıcı düşüncelerinin ortaya konulması (Revealing students' creative thoughts from their drawings and explanations). Türk Eğitim Bilimleri Dergisi, 5(4), 679-700.
• Atay, Z. (2009). Okul öncesi eğitim kurumlarına devam eden 5-6 Yaş öğrencilerinin yaratıcılık düzeylerinin yaş, cinsiyet ve ebeveyn eğitim durumlarına göre incelenmesi: Ereğli örneği (Examination of 5-6 years old students attending pre- school education institutions according to the creativity levels, age, gender and parental educational background: Ereğli sample). Master’s thesis. Selçuk University, Konya.
• Ayaydın, A. (2011). Çocuk gelişiminde bir oyun olarak sanat ve resim (Art and painting as play in child development). Elektronik Sosyal Bilimler Dergisi, 10(37), 303-316.
• Aydın, Y. (2022). Hayat bilgisi öğretiminde hayal gücü geliştirici etkinliklerin öğrencilerin yaratıcı hayal gücü gelişimine etkisi (The effect of the activities improving imagination in life sciences lesson on the improvement of learners's creative imagination). Doctoral dissertation. Bursa Uludağ University, Bursa.
• Ayvacı, H. Ş. & Bebek, G. (2019). Türkiye’de üstün zekâlılar ve özel yetenekliler konusunda yürütülmüş tezlerin tematik incelenmesine yönelik bir çalışma (A study on the thematic analysis of theses on giftedness and the gifted in Turkey). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 267-292. doi: 10.9779/PUJE.2018.233
• Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. The Journal of Creative Behavior, 42(2), 75–105. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
• Barbot, B., Besançon, M. & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPOC. Learning and Individual Differences, 52, 178-187. https://doi.org/10.1016/j.lindif.2016.06.005
• Barbot, B., T. Lubart & Besançon, M. (2016). “Peaks, Slumps, and Bumps”: Individual differences in the development of creativity in children and adolescents. New Directions for Child and Adolescent Development, 151, 33-45. http://dx.doi.org/10.1002/cad.20152
• Barrow, R. (1988). Some observations on the concept of imagination. (Ed. Kieran Egan & Dan Nadaner), Imagination and Education. New York: Teachers College Press, 79–90.
• Beetlestone, F. (1998). Creative children, imaginative teaching. Buckingham: Open University Press.
• Bolen, L. M. & Torrance, E. P. (1978). The Influence on creative thinking of locus of control, cooperation and sex. Journal of Clinical Psychology, 34(4), 903-907. https://doi.org/10.1002/1097-4679(197810)34:4<903::AID-JCLP2270340415>3.0.CO;2-N
• Bütün, Ö. (2017). Üstün yetenekli öğrencilerin yaratıcılığını geliştirmeye yönelik programın etkililiği (Effectiveness of the program improving the creativity of gifted students). Master’s thesis. Istanbul University, İstanbul.
• Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı (Handbook of data analysis for social sciences). Pegem Akademi Publishing.
• Büyükyılmaz, D. B. (2022). Okul öncesi dönemde yaratıcılık değerlendirme ölçeği: Geçerlik ve güvenirlik çalışması (Creativity Assessment Scale in preschool period (CASPP): Validity and reliability study). Master’s thesis. Yıldız Teknik University, İstanbul.
• Caiman, C., & Lundegård, I. (2018). Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education, 13(3), 687-705. https://doi.org/10.1007/s11422-017-9811-7
• Chamorro-Premuzic, T. (2009). Creative process. B. Kerr (Ed.), Encylopedia of giftedness, creativity, and talent (Vol. 1, pp. 191-193). SAGE Publications.
• Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th Edition). Boston: Pearson.
• Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edn). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Craft, A. (2002). Creativity and early years education: A lifewide foundation. Continuum.
• Cutts N. E & Moseley N. (2004). Üstün zekâlı ve üstün yetenekli çocukların eğitimi ulusun en büyük kaynaklarından birinin harcanması nasıl önlenir (How to avoid wasting one of the nation's greatest resources on the education of gifted and talented children) (Translate: İsmail Ersevim). Özgür Publishing.
• Çağlar, D. (2004). Üstün zekâlı çocukların özellikleri (Characteristics of gifted children). M. R. Şirin, A. Kulaksızoğlu, & A. E. Bilgili içinde, Üstün yetenekli çocuklar seçilmiş makaleler kitabı (Gifted and gifted children. gifted children selected articles book) (p. 111-125). Çocuk Vakfı Publishing.
• Çankaya, İ., E, Yeşilyurt., Yörük, S., & Şanlı, Ö. (2012). Öğretmen adaylarında yaratıcı düşünmenin yordayıcısı olarak değişime açıklık ve hayal gücü (Openness to change and imagination as predictors of creative thinking in preservice teachers). Uşak Üniversitesi Sosyal Bilimler Dergisi, 5 (2), 46-62.
• Dağlıoğlu, H. E. (2014). Yaratıcılık, hayal gücü ve zekâ ilişkisi (The relationship between creativity, imagination and intelligence). E. Çelebi-Öncü (Ed.), Erken çocukluk döneminde yaratıcılık ve geliştirilmesi (Creativity and its development in early childhood) (3rd Ed., p. 47-79). Pegem Akademi Publishing.
• Davis, G. A., Rimm, S. B. & Siegle, D. (2011). Education of the gifted and talented (6th Edition). Pearson.
• DeMoss, K., Milich, R. & DeMers, S. (1993). Gender, creativity, depression, and attributional style in adolescents with high academic ability. Journal of Abnormal Child Psychology, 21(4), 455-467. https://doi.org/10.1007/BF01261604
• Dereli, F. (2019). Okul öncesi dönemdeki üstün yetenekli çocukların aday gösterilmelerine yönelik geliştirilen eğitim programının etkililiği (Effectiveness of the traıning program for nominatıon of gifted children in early childhood education). Doctoral dissertation. Hacettepe University, Ankara.
• Duffy, B. (2006). Supporting creativity and imagination in the early years (2nd ed.). McGraw-Hill Education.
• Eckhoff, A. (2011). Creativity in the early childhood classroom: Perspectives of preservice teachers. Journal of Early Childhood Teacher Education, 32(3), 240-255. https://doi.org/10.1080/10901027.2011.594486
• Egan, K. (1992). Imagination in teaching and learning. University of Chicago.
• Er Bıyıklı, N. & Gülen, L. A. (2018). Hayal gücü ve yaratıcılık kavramlarının tasarım sürecine etkisi (The effect of imagination and creativity on the design process). İdil Dergisi, 7(50), 1273-1277. https://doi.org/10.7816/idil-07-50-09
• Freeman, J. (2003). Gender Differences in Gifted Achievement in Britain and the U.S. Gifted Child Quarterly, 47(3), 202–211. https://doi.org/10.1177/001698620304700304
• Forisha, B. L. (1978). Creativity and imagery in men and women. Perceptual and Motor Skills, 47(3), 1255–1264. https://doi.org/10.2466/pms.1978.47.3f.1255
• Fox, J. E., & Schirrmacher, R. (2012). Art & creative development for young children. Cengage Learning. Gall, M. D., Gall J. P., & Borg, W. R. (2007). Educational research: An introduction (8th Ed.). Allyn & Bacon.
• George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference (10th ed.). Pearson
• Guilford, J. P. (1987). Creativity: Yesterday, today and tomorrow. The Journal of Creative Behavior, 1(1) 3-14. https://doi.org/10.1002/j.2162-6057.1967.tb00002.x
• Gündoğan, A. (2011). Yaratıcı hayal gücü testinin Türk çocuklarına uyarlanması ve dramanın farklı yaş gruplarındaki çocukların (10-13) yaratıcı hayal güçleri üzerindeki etkisi (Adaptation of The Test of Creative Imagination to Turkishh children and the effect of drama on creative imagination of children in different age groups 10-13). Doctoral dissertation. Hacettepe University, Ankara.
• Gündoğan, A., Arı, M., & Gönen, M. (2013). Yaratıcı hayal gücü testi: Geçerlik ve güvenirlik çalışması (A test of creative imagination: A validity and reliability study). Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 7-20.
• Jagla, V. M. (1994). Teachers’ everyday use of imagination and intuition: In pursuit of the elusive image. SUNY Press.
• Jankowska, D. M. & Karwowski, M. (2015). Measuring creative imagery abilities. Frontiers in Psychology, 6, 1591. https://doi.org/10.3389/fpsyg.2015.01591
• Kandemir, M. A. (2006). Ortaöğretim Fen ve Matematik Alanları Matematik Eğitimi öğretmen adaylarının yaratıcılık eğitimi hakkındaki görüşleri ve yaratıcı problem çözme becerilerinin incelenmesi (The teacher candidates of Mathematics Education in Secondary Education of Science and Mathematics on creativity training and analysis of their ability to solve creative problems). Master’s thesis. Balıkesir University, Balıkesir.
• Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299. https://doi.org/10.1177/0016986211422098
• Kanlı, E. (2018). Yaratıcılığın ölçümü ve değerlendirilmesi (Measurement and assessment of creativity). U. Sak (Ed.), Üstün yeteneklilerin tanılanması (Identification of giftedness) (p. 33-53). Vize Publishing.
• Karasar, N. (1995). Bilimsel araştırma yöntemi (Scientific research method) (7th Edition). 3A Araştırma Eğitim Danışmanlık.
• Kaşkaya, A. (2018). Hayat Bilgisi öğretimi sürecinde temel yaşam becerileri (Basic life skills in the life science teaching process). S. Sidekli (Ed.), Kuramdan uygulamaya hayat bilgisi öğretimi (Life science teaching from theory to practice) (p. 121-188). Eğiten Kitap.
• Kaynar, H. (2018). Üstün yetenekli ve üstün yetenekli olmayan öğrencilerin bilimsel hayal güçleri (Scientific imaginations of gifted and non-gifted students). Master’s thesis. Necmettin Erbakan University, Konya.
• Kershner, J. R. & Ledger, G. (1985). Effect of sex, intelligence and style of thinking on creativity: A comparison of gifted and average IQ children. Journal of Personality and Social Psychology, 48(4), 1033-1040. https://doi.org/10.1037/0022-3514.48.4.1033
• Kim, K. H., Kaufman, J. C., Baer, J. & Sriraman, B (Eds.) (2013). Creatively gifted students are not like other gifted students: Research, theory, and practice. Sense Publishers.
• Kim, S. W., Mun, J. & Mun, K. (2009). The formulation of the scientific imagination and its application of science education. The Korean Association for Science Education, 37(13), 2091-2112.
• Lew, K. & Cho, J (2013). Creativity analysis for smart specialist of the ubiquitous era. International Journal of Smart Home, 7(4), 183-194.
• Lubart, T. I., Besançon, M., & Barbot, B. (2011). Evaluation du Potentiel Créatif (EPoC). (Test psychologique et Manuel). Editions Hogrefe France. (English Version: Evaluation of creative potential: Test and Manual).
• Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1(2), 41–51.
• Mellou, E. (1995). Creativity: The imagination condition. Early Child Development and Care, 114(1), 97-106. https://doi.org/10.1080/0300443951140108
• Michalko, M. (2008). Yaratıcı dehanın sırları (Z. Abat Trans.). Koridor Yayıncılık.
• Milgram, R. M., Milgram, N. A., Rosenbloom, G. & Rabkin, L. (1978). Quantity and quality of creative thinking in children and adolescents. Child Development, 49(2), 385-388. https://doi.org/10.2307/1128702
• Miller, P. (2000). Gifted and Talented and Learning Disabled. Mensa Research Journal, 44, 103.
• Mun, J., Mun, K. & Kim, S. W. (2013). Scientists’ perceptions of imagination and characteristics of the scientific imagination. Journal of the Korean Association for Research in Science Education, 33 (7), 1403–1417. https://doi.org/10.14697/jkase.2013.33.7.1403
• Mun, J., Mun, K. & Kim, S. W. (2015). Exploration of Korean Students’ Scientific Imagination Using the Scientific Imagination Inventory. International Journal of Science Education, 37 (13), 2091–2112. https://doi.org/10.1080/09500693.2015.1067380
• Nadari, H., Abdullah, R., Tengku Aizan, H., Sharir, J. & Mallan, V. K. (2009). Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences, 9(1), 167-172. https://doi.org/10.3923/jas.2009.167.172
• Neihart, M. (2007). The socio-affective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341. https://doi.org/10.1177/0016986207306319
• Ogilvie, D. (1998). Creative action as a dynamic strategy: Using imagination to improve strategic solutions in unstable environments. Journal of Business Research, 41, 49-56. https://doi.org/10.1016/S0148-2963(97)00011-8
• Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows (Version 12) (2nd ed). Open University Press.
• Pearson, D., Rouse, H., Doswell, S., Ainsworth, C., Dawson, O., Simms, K. et al. (2001). Prevalence of imaginary companions in a normal child population. Child: Care, Health and Development, 27(1), 13-22. https://doi.org/10.1046/j.1365-2214.2001.00167.x
• Pérez-Fabello, M. J., and Campos, A. (2007). Influence of training in artistic skills on mental imaging capacity. Creativity Res. J. 19, 227-232. https://doi.org/10.1080/10400410701397495
• Piechowski, M. M., & Miller, N. (1995). Assessing developmental potential in gifted children: A comparison of methods. Roeper Review, 17, 176–181. https://doi.org/10.1080/02783199509553654
• Plucker, J., & Beghetto, R. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In R. J. Sternberg, E. Grigorenko & J. Singer (Eds.), Creativity from potential to realisation (pp. 153–167). Washington, DC: American Psychological Association.
• Preuss, L. J., Dubow, E. F. (2004). A comparasion between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review, 26(2), 105-111. https://doi.org/10.1080/02783190409554250
• Renzulli, J.S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed. pp. 246-279). Cambridge University Press.
• Renzulli, J.S. (2012). Reexamining the role of gifted education and talent development for 21st century: A four-part theoretical approach. Gifted Child Quarterly, 43(1), 150-159. https://doi.org/10.1177/0016986212444901
• Renzulli, J.S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence (2nd ed.). Prufrock Press.
• Rowe, A., 2004. Creative intelligence: Discovering the innovative potential in ourselves and others. Pearson Books.
• Rudowicz, E., Lok, D. and Kitto, J. (1995). Use of the Torrance tests of creative thinking in an exploratory study of creativity in Hong Kong primary school children: A cross-cultural comparison. International Journal of Psychology, 30(4), 417-430. https://doi.org/10.1080/00207599508246577
• Sak, U. (2014). Üstün zekâlılar: Özellikleri tanılanmaları eğitimleri (Gifted children: Characteristics, identification and education) (4th Ed.). Vize Publishing.
• Sak, U. & Maker, J. C. (2005). Divergence and convergence of mental forces in open and closed mathematical problems. International Education Journal, 6 (2), 252‐260.
• San, G. (1985). Sanat ve Eğitim (Art and Education). Ankara Üniversitesi Eğitim Bilimleri.
• San, İ. & Güleryüz, H. (2004). Yaratıcı eğitim ve çoklu zekâ uygulamaları (Creative education and multiple intelligence practices). Artım Publishing.
• Shepard, R. (1988). The imagination of the scientist. (Ed. Kieran Egan & Dan Nadaner), Imagination and Education. Teachers College Press, 153–185.
• Stephens, K. R., Karnes, F. A., and Whorton, J. (2001). Gender differences in creativity among American Indian third and fourth grade students. Journal of American Indian Education, 40(1).57-65.
• Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press.
• Sternberg, R. J. & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. R. J. Sternberg (Ed.). Handbook of Creativity (p. 3-15). Cambridge University
• Tabachnick, B.G., Fidell, L.S. (2013). Using Multivariate Statistics. Pearson.
• TDK (2023). https://sozluk.gov.tr/
• Torrance, E. P. (1963). Creativity. National Education Association.
• Torrance, E. P. (1974). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B-Figural Tests, Forms A and B. Personnel Press.
• Torrance, E. P., & Myers, R. E. (1970). Creative Learning and Teaching. Dood Mead Company.
• Urban, K. K. (2005). Assessing creativity: The test for creative thinking-drawing production (TCT-DP). International Education Journal, 6(2), 272-280.
• Uzun, M. (2004). 1. Türkiye Üstün Yetenekli Çocuklar Kongresi (1st Turkey Gifted Children Congress). Çocuk Vakfı Publishing.
• Üstündağ, T. (2003). Yaratıcılığa yolculuk (Journey to creativity). Pegem Akademi Publishing.
• Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners. Allyn and Bacon.
• VanTassel-Baska, J. (2005). Gifted programs and services: What are thenonnegotiables? Theory Into Practice,44(2),90–97. https://doi.org/10.1207/s15430421tip4402_3
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
• Warnock, M. (1977). Schools of thought. Faber & Faber.
• White, A. R. (1990). The language of imagination. Blackwell.
• Williams, B., & Walker, L. (2003). Facilitating perception and imagination in generating change through reflective practice groups. Nurse Education Today, 23(2), 131–137. https://doi.org/10.1016/s0260-6917(02)00167-3
• Wu, W. (2010). Development trend study of divergent thinking among students from primary to middle school. International Journal of Psychological Studies, 2(1), 122-127. https://doi.org/10.5539/ijps.v2n1p122
• Yolcu, E. (2019). Okulöncesi dönem çocuklarında hayal gücü ve yaratıcılık ilişkisi (The relationship between imagination and creativity in preschool children). Akdeniz Eğitim Araştırmaları Dergisi, 13(28), 276-291. https://doi.org/10.29329/mjer.2019.202.16
• Yorgun, B. (2021). Geç çocukluk dönemi sporcuların hayal etme ve problem çözme becerileri arasındaki ilişkinin incelenmesi (The relationship between imagination and problem solving of late childhood athletes). Master’s thesis. Trabzon University, Trabzon.