A COMPARISON STUDY FOR THINKING SKILLS OF HIGHER EDUCATION STUDENTS IN TERMS OF VISUAL ARTS EDUCATION

İlgili alan yazında yapılan araştırmalar çoğunlukla, sanat eğitiminin yaratıcı düşünme üzerine etkisinin olumlu olduğu yönünde bulgular raporlamaktadır. Ayrıca, ilgili alanda önde gelen araştırmacılar eleştirel düşünmenin sanat eğitimi ile kazanılabileceğinin üzerinde önemle durmaktadır. Buna karşın bazı araştırma bulguları da sanat eğitiminin yaratıcı düşünme üzerine etkisinin belirsiz olduğunu ortaya koymaktadır. Öte yandan, ilgili alan yazında sanat eğitiminin eleştirel düşünme üzerine olumlu etkilerini gösteren herhangi bir araştırma bulgusuna da rastlanılamamaktadır. Bundan dolayı, bu çalışmada yükseköğretim seviyesinde verilen görsel sanatlar eğitiminin, öğrencilerin yaratıcı düşünme ve eleştirel düşünme eğilimleri üzerine etkilerinin araştırılması amaçlanmıştır. Dolayısıyla bu çalışma, görsel sanatlar eğitimi alan üniversite öğrencileri ile görsel sanatlar eğitimi almayan üniversite öğrencilerinin eleştirel düşünme eğilimlerinin karşılaştırılması açısından ilktir. Bu çalışmada, görsel sanatlar öğrenimi gören öğrencilerin, görsel sanatlar öğrenimi görmeyen öğrencilere göre yaratıcı düşünme ve eleştirel düşünme eğilimlerinin anlamlı olarak yüksek olacağı varsayımından hareket edilmiştir. Bu çalışma tarama yönteminde bir karşılaştırma araştırmasıdır. Görsel sanatlar eğitimi alan öğrenciler (N= 33) ile sınıf öğretmenliği eğitimi alan öğrenciler (N= 32) yaratıcı düşünme ve eleştirel düşünme eğilimleri açısından karşılaştırılmıştır. Torrance Yaratıcı Düşünme Testi (TYDT) ve California eleştirel düşünme eğilim envanteri (CCTDI) veri toplama araçları olarak kullanılmıştır. Bu çalışmanın sonucuna göre, görsel sanatlar eğitimi alan öğrenciler ile sınıf öğretmenliği eğitimi alan öğrenciler arasında yaratıcı düşünme ve eleştirel düşünme eğilimleri açısından anlamlı bir fark bulunamamıştır. Bununla birlikte, istatistik analiz sonucunda, görsel sanatlar öğrenimi gören öğrencilerin yaratıcı düşünme Akıcılık alt boyutunda anlamlı olarak yüksek puanlara sahip olduğu gözlemlenmiştir. Buna karşın, sınıf öğretmenliği öğrenimi gören öğrenciler de yaratıcı düşünme diğer bir alt boyutu olan Başlıkların soyutluluğu'nda anlamlı olarak yüksek puanlar aldıkları bulunmuştur. Bu sonuç, sanat eğitimi alan öğrenciler ile sanat eğitimi almayan öğrenciler arasında yaratıcı düşünme açısından farklılıkları göstermesi bakımından kayda değerdir. Buna göre, gelecekte yapılacak çalışmalarda öğrencilerin düşünme becerilerinin aldıkları eğitime göre incelenmesi önerilir.

SANAT EĞİTİMİ AÇISINDAN ÜNİVERSİTE ÖĞRENCİLERİNİN DÜŞÜNME BECERİLERİNİN KARŞILAŞTIRILMASI

In related literature, mostly research findings indicated that the effect of art education upon creative thinking is positive. Also, prominent researchers pointed out that critical thinking can be gained by art education. That is, it can be expected that the effect of art education on critical thinking is also helpful. In contrast to that, some research findings upon the creative thinking reported that the effect of art education on creative thinking is ambiguous. However, it was not found any research finding in the literature reported that art education has also positive effect upon critical thinking. Hence, this study aimed to investigate the effect of visual arts education upon creative thinking and critical thinking disposition of Turkish university students. Thus, this study is first to compare the Visual Arts Education students with non-art students regarding critical thinking dispositions. As a regarding to this interaction, it was made a prediction such that Visual Arts Education would have a significant positive impact on art students compared to non-art students in terms of the creative thinking and critical thinking disposition skills. The causal comparative research design was implemented in this study with using of the Torrance Test of Creative Thinking and California Critical Thinking Disposition Inventory. For that, it was compared Visual Arts Education students (N= 33) with Elementary Teacher Education students (N= 32) to investigate whether the creative thinking and critical thinking disposition of Visual Arts Education students were significantly differ from Elementary Teacher Education ones as non-art students. According to results, it was not found significant effect indicating that Visual Arts Education students performed better than Elementary Teacher Education students upon creative thinking and critical thinking disposition. However, art students had high scores on creative thinking subscale of Fluency as significant. In contrast, Elementary Teacher Education students had significant scores on Titles as the other creative thinking subscale. This situation is also meaningful in terms of differences between education disciplines as much as Visual Arts Education students and Elementary Teacher Education students. According to this result, it is suggested that future study should be conducted the thinking styles of students in terms of the teaching.

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