EFFECTS OF BRAIN BASED TEACHING ON GIFTED STUDENTS’ CRITICAL THINKING AND CREATIVITY

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The purpose of this study is to develop, apply and test the effectiveness of a differentiated science curriculum based on brain-based learning approach that meets the academic and intellectual needs of gifted students. The study was conducted with 5th grade students a total number of 24 students, 12 of them were in the study group and 12 of them were in the control group. The participants were 5th grade students of Beyazıt Ford Otosan Primary School which aims to educate gifted students. Cornell Critical Thinking Test, Torrance Creative Thinking Tests were used in order to derive the needed data. All test was administered as pre-test and post-test. Research results were obtained with an appropriate statistical analysis of data. As a result of this research, significant differences were observed in critical thinking skills subscales inductive (z = -2,302, p 0.05), deductive (z = -2,072, p 0.05), hypothesis (z = -2,294, p 0.05) and total point scores (z = -2,227, p 0.05) in favor of the experimental group of point scores. Statistically significant differences were found in creative thinking test scores for fluency (z = -2.180, p 0.05), abstraction of titles (z = -2.865, p 0.01), and total (z = -3.302, p 0.01)

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Gifted Students , Brain Based Learning , Critical Thinking , Creative Thinking

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi