This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students’ creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.
Bu araştırmada öğretim strateji, yöntem ve tekniklerinin yaratıcı düşünme becerisi üzerindeki etkisinin belirlenmesi amacıyla yapılan deneysel çalışmaların etki büyüklüklerinin birleştirilmesi ve bu etki büyüklüğünün çeşitli değişkenlere göre anlamlı bir farklılık gösterip göstermediğinin incelenmesi amaçlanmıştır. 2005-2019 yılları arasında yayınlanan öğretim strateji, yöntem ve tekniklerinin öğrencilerin yaratıcı düşünme becerisi üzerine etkisini inceleyen 19 araştırmanın meta analizi yapılmıştır. Araştırma sonucunda öğretim strateji, yöntem ve tekniklerinin öğrencilerin yaratıcı düşünme becerisi üzerinde orta düzeyde bir etkiye sahip olduğu; bu etkinin çalışma grubunun öğrenim kademesine ve çalışmada ele alınan disipline göre anlamlı olarak farklılaşırken, yayınlanan ülkeye ve deneysel etki için uygulanan öğretim strateji, yöntem ve tekniğine göre anlamlı olarak farklılaşmadığı ortaya çıkmıştır.
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