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The Effect of Systematic Education Applied in the Biology, on the Achievement of Creative Thinking

Article History: Received 14.10.2017 Received in revised form 20.03.2018 Accepted 27.06.2018 Available online 30.06.2018 The purpose of this study is to examine the effect of systematic education applied in biology on the achievement of creative thinking. This research uses “single group pretest-posttest” design among experimental models, and has been conducted with 30 students continuing 9th grade in an Anatolian high school in central town of Artvin. As the data collection tool, Verbal and figural A forms of Torrance Tests of Creative Thinking [TTCT] was applied to the group as a pretest in the beginning of teaching process. The unit “Conscious Individual and Habitable Environment” in the biology was discussed in accordance with the systematic education model. Verbal and figural B forms of TTCT were applied to the group as the posttest at the end of the teaching process. Dependent t-test was used in the comparison of pretest and posttests of the group. According to the study findings, while there is a significant difference in favor of posttests in the average scores of fluency 1, flexibility 1 and 3, and of originality 2 scores in the TTCT verbal form, and there is a significant decrease in originality 7 scores. There is a significant difference in favor of posttests in the average scores of fluency, synthesis of lines, extending or breaking boundaries and fantasy scores in the TTCT figural form. According to study findings, it is possible to conclude that systematic education is effective to develop some aspects of creative thinking. © 2018 AUJES. All rights reserved