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Year 2023, Issue: 55, 140 - 153, 31.03.2023
https://doi.org/10.53444/deubefd.1207880

Abstract

References

  • Aabla, B. (2017). A review on 21st Century learning models. International Interdisciplinary Journal of Education, 6(1), 254-263.
  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331.
  • Ahmad, D. N., Astriani, M. M., Alfahnum, M., & Setyowati, L. (2021). Increasing creative thinking of students by learning organization with STEAM education. Jurnal Pendidikan IPA Indonesia, 10(1), 103-110.
  • Amabile, T. M. (1983). The social psychology of creativity. New York: SpringerVerlag.
  • Andersen, L. (2014). Visual–spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114-121.
  • Aydın, G., & Balım, A. G. (2005). An interdisciplinary application based on constructivist approach: Teaching of energy topics. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(2), 145-166.
  • Baer, J. (2005). Theoretical and interdisciplinary perspectives. Roeper review, 27(3), 158-163.
  • Bae, J. H., So, K. H., Yun, B. H., Kim, J. S., Han, G. I., Kim, S. G., ... & Kim, H. J. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762-772.
  • Cartwright, N. (1999). The dappled world: A study of the boundaries of science. Cambridge University Press.
  • Choi, Y., & Hong, S. H. (2015). Effects of STEAM lessons using scratch programming regarding small organisms in elementary science-gifted education. Journal of Korean Elementary Science Education, 34(2), 194-209.
  • Chu, H. E., Martin, S. N., & Park, J. (2019). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17(7), 1251-1266.
  • Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, 30(3), 233-240.
  • Clapp, E. P., & Jimenez, R. L. (2016). Implementing STEAM in maker-centered learning. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 481–491.
  • Erol, A., Erol, M., & Başaran, M. (2022). The effect of STEAM education with tales on problem solving and creativity skills. European Early Childhood Education Research Journal, 1-16.
  • Gruszka, A., & Tang, M. (2017). The 4P’s creativity model and its application in different fields. In L. M. Tang, & C. Werner (Eds.), Handbook of the management of creativity and innovation: theory and practice (pp.51-71). World Scientific Publishing Company.
  • Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 1959b, 469-479.
  • Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58
  • Haroutounian, J. (2019). Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom. In A.J. Stewart, M. P. Mueller , & D. J. Tippins (Eds.), Converting STEM into STEAM Programs (pp. 169-183). Springer, Cham.
  • Harris, A., & Carter, M. R. (2021). Applied creativity and the arts. Curriculum Perspectives, 41(1), 107-112.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.
  • Hong, J. H., & Yoo, M. H. (2016). The effect of program for the gifted based on GI-STEAM model on leadership, creative personality, and learning flow of elementary gifted students. Journal of Gifted/Talented Education, 26(1), 77-99.
  • Kang, H. K., & Kim, T. H. (2014). The development of STEAM project learning program for creative problem-solving of the science gifted in elementary school. Journal of gifted/talented education, 24(6), 1025-1038.
  • Kang, M., Kim, J. and Kim, Y. (2013). Learning outcomes of the teacher training program for STEAM education. Korean Journal of the Learning Sciences, 7(2), 18-28.
  • Kanlı, E., & Emir, S. (2013). The Effect of Problem Based Learning on Gifted and Normal Students' Achievement and Creativity Levels. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(2).
  • Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve Üstün Yetenekliliğin Bazı Zeka Kuramları Açısından Değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 40, 86-107.
  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
  • Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, J. H., Bang, M. S., Bae, S. C., Hong, Y. S., Choi, J. G., Lee, N. R., ... & So, K. H. (2014). The effect of STEAM education program using movies on the creative personality, creative problem-solving ability and scientific attitude of elementary scientific gifted. Journal of Science Education, 38(1), 120-132.
  • Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
  • Kim, H. B., & Cha, J. (2021). The Effect of STEAM Camp Program for Gifted High School Students on Their Creative Leader Competency and STEAM Literacy. Journal of Science Education, 45(2), 231-246.
  • Ko, D. G., & Hong, S. H. (2021). The Effect of Problem-Centered Learning Based STEAM Field Experience Learning Program on Science Process Skills, Creative Problem Solving Ability, and Scientific Attitude of Gifted Students in Elementary Science. Journal of Korean Elementary Science Education, 40(1), 113-125.
  • Korea Foundation for the Advancement of Science and Creativity (KOFAC). 2020 KOFAC science education data book. Seoul: KOFAC.
  • Kwon, S. B., Nam, D. S., & Lee, T. W. (2012). The effects of STEAM-based integrated subject study on elementary school students' creative personality. Journal of the Korea society of computer and information, 17(2), 79-86.
  • Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547-552.
  • Lansiquot, R. D. (Ed.). (2016). Interdisciplinary pedagogy for STEM: A collaborative case study. Springer. Liao, C. (2016). From interdisciplinary to transdis-ciplinary: An arts-integrated approach to STEAM education. Art Education,69(6), 44-49
  • Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679.
  • Madenci, A., & Yılmaz, İ. (2019). Sanatsal becerilerin STEAM etkinliklerinde yaratıcı düşünme, işbirliği ve tasarım becerileri üzerine etkileri. Journal of Multidisciplinary Studies in Education, 3(4), 52-63.
  • Maeda, J. (2013). Stem+ art= steam. The STEAM journal, 1(1), 34.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. STEAM education: Theory and practice, 101-115. doi:10.1007/978-3-030-04003-1_6
  • MEB Yönergesi, (2016). Bilim ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara
  • Mednick, S. (1962). The associative basis of the creative process. Psychological review, 69(3), 220.
  • Ministry of Education Science and Technology. (2011). The second basic plan to foster and support the human resources in science and technology (2011–2015). Seoul: MEST.
  • Morrison, J. (2006). TIES STEM education monograph series, attri- butes of STEM education. TIES.
  • National Art Education Association. (2014). Purposes, principles, and standards for school art programs. Reston, VA: National Art Education Association.
  • Fitzpatrick, E. (2007). Innovation America: A Final Report. Washington, D.C.: The National Governors Association (NGA).
  • Standards, N. G. S. (2013). Next generation science standards: For states, by states (Vol 1) Washington.
  • Oh, D. J., Bae, J. H., & Park, S. H. (2016). The Effects of science based enrichment STEAM gifted program on creative thinking activities and emotional intelligence of elementary science gifted students. Journal of Korean Elementary Science Education, 35(1), 13-25
  • Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(1), 95-116.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: Scamper örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Parnes, S.J. (1967). Education and creativity. In J. C. Gowen, G. D. Demons, E. P.Torrance (Eds.), Creativity: Its educational implications. Wiley: New York.
  • Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2021). Best practices in gifted education: An evidence-based guide. Routledge.
  • Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249.
  • Ryu, J. J., & Lee, K. J. (2013). The effects of brain-based STEAM teaching-learning program on creativity and emotional intelligence of the science-gifted elementary students and general students. Journal of Korean Elementary Science Education, 32(1), 36-46.
  • Rhodes, M. (1961). An analysis of creativity. The Phi delta kappan, 42(7), 305-310.
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted child quarterly, 51(4), 382-396.
  • Sak, U. (2020). Üstün yetenek kavramının belirsizliğinden ortaya çıkan Bulanık Kuram (Fuzzy Conception of Giftedness born out of uncertainty). Yeni Türkiye Dergisi, 115, 99-108.
  • Sanders, M. E. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26
  • Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, 10(2), 131-144.
  • Stewart, A. J., Mueller, M. P., & Tippins, D. J. (Eds.). (2020). Converting STEM into STEAM programs: Methods and examples from and for education (Vol. 5). Springer Nature.
  • Tae, J. M. (2014). Development and application in STEAM education materials for gifted student. Journal of Gifted/Talented Education, 24(4), 703-728.
  • Taşdemir, M., & Taşdemir, A. (2011). İlköğretim müfredatındaki fen ve dil temelli derslerin disiplinlerarası yaklaşımla incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 21(1), 217-232.
  • Tezeren, B. M., Balım, S., & Yürümezoğlu, K. (2022). STEAM bütünleşik öğrenme modelinin çerçevesi ve yetenek gelişimi için önemi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 24(2), 857-868.
  • Timotheou, S., & Ioannou, A. (2021). Collective creativity in STEAM Making activities. The Journal of Educational Research, 114(2), 130-138.
  • Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12(4), 195-199.
  • Torrance, E. P. (1979). The search for satori and creativity. Buffalo, NY: Bearly Limited Tran N-H, Huang C-F, Hsiao K-H, Lin K-L & Hung J-F (2021). Investigation on the Influences of STEAM-Based Curriculum on Scientific Creativity of Elementary School Students. Front. Educ. 6:694516. Doi: 10.3389/feduc.2021.694516
  • Tran, N. H., Huang, C. F., Hsiao, K. H., Lin, K. L., & Hung, J. F. (2023). Investigation on the Influences of STEAM-Based Curriculum on Scientific Creativity of Elementary School Students. Front. Educ. 6, 694516. doi: 10.3389/feduc. Creativity and innovation in STEAM education, 16648714.
  • T.C. Milli Eğitim Bakanlığı (2013). Özel yetenekli bireyler strateji ve uygulama planı 2013-2017. Erişim adresi: https://abdigm.meb.gov.tr/projeler/ois/005.pdf
  • Wallas, G. (1926). Art of thought. New York: Harcourt Brace Jovanvich.
  • Wilson, B., & Hawkins, B. (2019). Art and science in a transdisciplinary curriculum. CIRCE Magazine: STEAM Edition, 27.
  • Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper review, 40(2), 108-120.
  • Yakman, G. (2010). What is the point of STEAM? –A Brief Overview. Steam: A Framework for Teaching Across the Disciplines. STEAM Education, 7(9), 1-9.
  • Yaman, Y, & Emir, S. (2014). Beyin Temelli Öğretimin Üstün Zekâlı ve Yetenekli Öğrencilerin Yaratıcı ve Eleştirel Düşünme Becerilerine Etkisi. 1st Eurasian Educational Research Congress, İstanbul, Türkiye, 24 - 26 Nisan 2014, 1049-1050.
  • Zhbanova, K. (2018). Science through art: Motivating gifted and talented students. Journal of STEM Arts, Crafts, and Constructions, 3(2), 9-23.
Year 2023, Issue: 55, 140 - 153, 31.03.2023
https://doi.org/10.53444/deubefd.1207880

Abstract

References

  • Aabla, B. (2017). A review on 21st Century learning models. International Interdisciplinary Journal of Education, 6(1), 254-263.
  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331.
  • Ahmad, D. N., Astriani, M. M., Alfahnum, M., & Setyowati, L. (2021). Increasing creative thinking of students by learning organization with STEAM education. Jurnal Pendidikan IPA Indonesia, 10(1), 103-110.
  • Amabile, T. M. (1983). The social psychology of creativity. New York: SpringerVerlag.
  • Andersen, L. (2014). Visual–spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114-121.
  • Aydın, G., & Balım, A. G. (2005). An interdisciplinary application based on constructivist approach: Teaching of energy topics. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(2), 145-166.
  • Baer, J. (2005). Theoretical and interdisciplinary perspectives. Roeper review, 27(3), 158-163.
  • Bae, J. H., So, K. H., Yun, B. H., Kim, J. S., Han, G. I., Kim, S. G., ... & Kim, H. J. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762-772.
  • Cartwright, N. (1999). The dappled world: A study of the boundaries of science. Cambridge University Press.
  • Choi, Y., & Hong, S. H. (2015). Effects of STEAM lessons using scratch programming regarding small organisms in elementary science-gifted education. Journal of Korean Elementary Science Education, 34(2), 194-209.
  • Chu, H. E., Martin, S. N., & Park, J. (2019). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17(7), 1251-1266.
  • Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, 30(3), 233-240.
  • Clapp, E. P., & Jimenez, R. L. (2016). Implementing STEAM in maker-centered learning. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 481–491.
  • Erol, A., Erol, M., & Başaran, M. (2022). The effect of STEAM education with tales on problem solving and creativity skills. European Early Childhood Education Research Journal, 1-16.
  • Gruszka, A., & Tang, M. (2017). The 4P’s creativity model and its application in different fields. In L. M. Tang, & C. Werner (Eds.), Handbook of the management of creativity and innovation: theory and practice (pp.51-71). World Scientific Publishing Company.
  • Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 1959b, 469-479.
  • Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58
  • Haroutounian, J. (2019). Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom. In A.J. Stewart, M. P. Mueller , & D. J. Tippins (Eds.), Converting STEM into STEAM Programs (pp. 169-183). Springer, Cham.
  • Harris, A., & Carter, M. R. (2021). Applied creativity and the arts. Curriculum Perspectives, 41(1), 107-112.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.
  • Hong, J. H., & Yoo, M. H. (2016). The effect of program for the gifted based on GI-STEAM model on leadership, creative personality, and learning flow of elementary gifted students. Journal of Gifted/Talented Education, 26(1), 77-99.
  • Kang, H. K., & Kim, T. H. (2014). The development of STEAM project learning program for creative problem-solving of the science gifted in elementary school. Journal of gifted/talented education, 24(6), 1025-1038.
  • Kang, M., Kim, J. and Kim, Y. (2013). Learning outcomes of the teacher training program for STEAM education. Korean Journal of the Learning Sciences, 7(2), 18-28.
  • Kanlı, E., & Emir, S. (2013). The Effect of Problem Based Learning on Gifted and Normal Students' Achievement and Creativity Levels. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(2).
  • Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve Üstün Yetenekliliğin Bazı Zeka Kuramları Açısından Değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 40, 86-107.
  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
  • Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, J. H., Bang, M. S., Bae, S. C., Hong, Y. S., Choi, J. G., Lee, N. R., ... & So, K. H. (2014). The effect of STEAM education program using movies on the creative personality, creative problem-solving ability and scientific attitude of elementary scientific gifted. Journal of Science Education, 38(1), 120-132.
  • Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
  • Kim, H. B., & Cha, J. (2021). The Effect of STEAM Camp Program for Gifted High School Students on Their Creative Leader Competency and STEAM Literacy. Journal of Science Education, 45(2), 231-246.
  • Ko, D. G., & Hong, S. H. (2021). The Effect of Problem-Centered Learning Based STEAM Field Experience Learning Program on Science Process Skills, Creative Problem Solving Ability, and Scientific Attitude of Gifted Students in Elementary Science. Journal of Korean Elementary Science Education, 40(1), 113-125.
  • Korea Foundation for the Advancement of Science and Creativity (KOFAC). 2020 KOFAC science education data book. Seoul: KOFAC.
  • Kwon, S. B., Nam, D. S., & Lee, T. W. (2012). The effects of STEAM-based integrated subject study on elementary school students' creative personality. Journal of the Korea society of computer and information, 17(2), 79-86.
  • Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547-552.
  • Lansiquot, R. D. (Ed.). (2016). Interdisciplinary pedagogy for STEM: A collaborative case study. Springer. Liao, C. (2016). From interdisciplinary to transdis-ciplinary: An arts-integrated approach to STEAM education. Art Education,69(6), 44-49
  • Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679.
  • Madenci, A., & Yılmaz, İ. (2019). Sanatsal becerilerin STEAM etkinliklerinde yaratıcı düşünme, işbirliği ve tasarım becerileri üzerine etkileri. Journal of Multidisciplinary Studies in Education, 3(4), 52-63.
  • Maeda, J. (2013). Stem+ art= steam. The STEAM journal, 1(1), 34.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. STEAM education: Theory and practice, 101-115. doi:10.1007/978-3-030-04003-1_6
  • MEB Yönergesi, (2016). Bilim ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara
  • Mednick, S. (1962). The associative basis of the creative process. Psychological review, 69(3), 220.
  • Ministry of Education Science and Technology. (2011). The second basic plan to foster and support the human resources in science and technology (2011–2015). Seoul: MEST.
  • Morrison, J. (2006). TIES STEM education monograph series, attri- butes of STEM education. TIES.
  • National Art Education Association. (2014). Purposes, principles, and standards for school art programs. Reston, VA: National Art Education Association.
  • Fitzpatrick, E. (2007). Innovation America: A Final Report. Washington, D.C.: The National Governors Association (NGA).
  • Standards, N. G. S. (2013). Next generation science standards: For states, by states (Vol 1) Washington.
  • Oh, D. J., Bae, J. H., & Park, S. H. (2016). The Effects of science based enrichment STEAM gifted program on creative thinking activities and emotional intelligence of elementary science gifted students. Journal of Korean Elementary Science Education, 35(1), 13-25
  • Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(1), 95-116.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: Scamper örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Parnes, S.J. (1967). Education and creativity. In J. C. Gowen, G. D. Demons, E. P.Torrance (Eds.), Creativity: Its educational implications. Wiley: New York.
  • Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2021). Best practices in gifted education: An evidence-based guide. Routledge.
  • Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249.
  • Ryu, J. J., & Lee, K. J. (2013). The effects of brain-based STEAM teaching-learning program on creativity and emotional intelligence of the science-gifted elementary students and general students. Journal of Korean Elementary Science Education, 32(1), 36-46.
  • Rhodes, M. (1961). An analysis of creativity. The Phi delta kappan, 42(7), 305-310.
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted child quarterly, 51(4), 382-396.
  • Sak, U. (2020). Üstün yetenek kavramının belirsizliğinden ortaya çıkan Bulanık Kuram (Fuzzy Conception of Giftedness born out of uncertainty). Yeni Türkiye Dergisi, 115, 99-108.
  • Sanders, M. E. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26
  • Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, 10(2), 131-144.
  • Stewart, A. J., Mueller, M. P., & Tippins, D. J. (Eds.). (2020). Converting STEM into STEAM programs: Methods and examples from and for education (Vol. 5). Springer Nature.
  • Tae, J. M. (2014). Development and application in STEAM education materials for gifted student. Journal of Gifted/Talented Education, 24(4), 703-728.
  • Taşdemir, M., & Taşdemir, A. (2011). İlköğretim müfredatındaki fen ve dil temelli derslerin disiplinlerarası yaklaşımla incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 21(1), 217-232.
  • Tezeren, B. M., Balım, S., & Yürümezoğlu, K. (2022). STEAM bütünleşik öğrenme modelinin çerçevesi ve yetenek gelişimi için önemi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 24(2), 857-868.
  • Timotheou, S., & Ioannou, A. (2021). Collective creativity in STEAM Making activities. The Journal of Educational Research, 114(2), 130-138.
  • Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12(4), 195-199.
  • Torrance, E. P. (1979). The search for satori and creativity. Buffalo, NY: Bearly Limited Tran N-H, Huang C-F, Hsiao K-H, Lin K-L & Hung J-F (2021). Investigation on the Influences of STEAM-Based Curriculum on Scientific Creativity of Elementary School Students. Front. Educ. 6:694516. Doi: 10.3389/feduc.2021.694516
  • Tran, N. H., Huang, C. F., Hsiao, K. H., Lin, K. L., & Hung, J. F. (2023). Investigation on the Influences of STEAM-Based Curriculum on Scientific Creativity of Elementary School Students. Front. Educ. 6, 694516. doi: 10.3389/feduc. Creativity and innovation in STEAM education, 16648714.
  • T.C. Milli Eğitim Bakanlığı (2013). Özel yetenekli bireyler strateji ve uygulama planı 2013-2017. Erişim adresi: https://abdigm.meb.gov.tr/projeler/ois/005.pdf
  • Wallas, G. (1926). Art of thought. New York: Harcourt Brace Jovanvich.
  • Wilson, B., & Hawkins, B. (2019). Art and science in a transdisciplinary curriculum. CIRCE Magazine: STEAM Edition, 27.
  • Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper review, 40(2), 108-120.
  • Yakman, G. (2010). What is the point of STEAM? –A Brief Overview. Steam: A Framework for Teaching Across the Disciplines. STEAM Education, 7(9), 1-9.
  • Yaman, Y, & Emir, S. (2014). Beyin Temelli Öğretimin Üstün Zekâlı ve Yetenekli Öğrencilerin Yaratıcı ve Eleştirel Düşünme Becerilerine Etkisi. 1st Eurasian Educational Research Congress, İstanbul, Türkiye, 24 - 26 Nisan 2014, 1049-1050.
  • Zhbanova, K. (2018). Science through art: Motivating gifted and talented students. Journal of STEM Arts, Crafts, and Constructions, 3(2), 9-23.
Year 2023, Issue: 55, 140 - 153, 31.03.2023
https://doi.org/10.53444/deubefd.1207880

Abstract

References

  • Aabla, B. (2017). A review on 21st Century learning models. International Interdisciplinary Journal of Education, 6(1), 254-263.
  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331.
  • Ahmad, D. N., Astriani, M. M., Alfahnum, M., & Setyowati, L. (2021). Increasing creative thinking of students by learning organization with STEAM education. Jurnal Pendidikan IPA Indonesia, 10(1), 103-110.
  • Amabile, T. M. (1983). The social psychology of creativity. New York: SpringerVerlag.
  • Andersen, L. (2014). Visual–spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114-121.
  • Aydın, G., & Balım, A. G. (2005). An interdisciplinary application based on constructivist approach: Teaching of energy topics. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(2), 145-166.
  • Baer, J. (2005). Theoretical and interdisciplinary perspectives. Roeper review, 27(3), 158-163.
  • Bae, J. H., So, K. H., Yun, B. H., Kim, J. S., Han, G. I., Kim, S. G., ... & Kim, H. J. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762-772.
  • Cartwright, N. (1999). The dappled world: A study of the boundaries of science. Cambridge University Press.
  • Choi, Y., & Hong, S. H. (2015). Effects of STEAM lessons using scratch programming regarding small organisms in elementary science-gifted education. Journal of Korean Elementary Science Education, 34(2), 194-209.
  • Chu, H. E., Martin, S. N., & Park, J. (2019). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17(7), 1251-1266.
  • Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, 30(3), 233-240.
  • Clapp, E. P., & Jimenez, R. L. (2016). Implementing STEAM in maker-centered learning. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 481–491.
  • Erol, A., Erol, M., & Başaran, M. (2022). The effect of STEAM education with tales on problem solving and creativity skills. European Early Childhood Education Research Journal, 1-16.
  • Gruszka, A., & Tang, M. (2017). The 4P’s creativity model and its application in different fields. In L. M. Tang, & C. Werner (Eds.), Handbook of the management of creativity and innovation: theory and practice (pp.51-71). World Scientific Publishing Company.
  • Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 1959b, 469-479.
  • Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58
  • Haroutounian, J. (2019). Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom. In A.J. Stewart, M. P. Mueller , & D. J. Tippins (Eds.), Converting STEM into STEAM Programs (pp. 169-183). Springer, Cham.
  • Harris, A., & Carter, M. R. (2021). Applied creativity and the arts. Curriculum Perspectives, 41(1), 107-112.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.
  • Hong, J. H., & Yoo, M. H. (2016). The effect of program for the gifted based on GI-STEAM model on leadership, creative personality, and learning flow of elementary gifted students. Journal of Gifted/Talented Education, 26(1), 77-99.
  • Kang, H. K., & Kim, T. H. (2014). The development of STEAM project learning program for creative problem-solving of the science gifted in elementary school. Journal of gifted/talented education, 24(6), 1025-1038.
  • Kang, M., Kim, J. and Kim, Y. (2013). Learning outcomes of the teacher training program for STEAM education. Korean Journal of the Learning Sciences, 7(2), 18-28.
  • Kanlı, E., & Emir, S. (2013). The Effect of Problem Based Learning on Gifted and Normal Students' Achievement and Creativity Levels. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(2).
  • Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve Üstün Yetenekliliğin Bazı Zeka Kuramları Açısından Değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 40, 86-107.
  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
  • Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, J. H., Bang, M. S., Bae, S. C., Hong, Y. S., Choi, J. G., Lee, N. R., ... & So, K. H. (2014). The effect of STEAM education program using movies on the creative personality, creative problem-solving ability and scientific attitude of elementary scientific gifted. Journal of Science Education, 38(1), 120-132.
  • Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
  • Kim, H. B., & Cha, J. (2021). The Effect of STEAM Camp Program for Gifted High School Students on Their Creative Leader Competency and STEAM Literacy. Journal of Science Education, 45(2), 231-246.
  • Ko, D. G., & Hong, S. H. (2021). The Effect of Problem-Centered Learning Based STEAM Field Experience Learning Program on Science Process Skills, Creative Problem Solving Ability, and Scientific Attitude of Gifted Students in Elementary Science. Journal of Korean Elementary Science Education, 40(1), 113-125.
  • Korea Foundation for the Advancement of Science and Creativity (KOFAC). 2020 KOFAC science education data book. Seoul: KOFAC.
  • Kwon, S. B., Nam, D. S., & Lee, T. W. (2012). The effects of STEAM-based integrated subject study on elementary school students' creative personality. Journal of the Korea society of computer and information, 17(2), 79-86.
  • Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547-552.
  • Lansiquot, R. D. (Ed.). (2016). Interdisciplinary pedagogy for STEM: A collaborative case study. Springer. Liao, C. (2016). From interdisciplinary to transdis-ciplinary: An arts-integrated approach to STEAM education. Art Education,69(6), 44-49
  • Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679.
  • Madenci, A., & Yılmaz, İ. (2019). Sanatsal becerilerin STEAM etkinliklerinde yaratıcı düşünme, işbirliği ve tasarım becerileri üzerine etkileri. Journal of Multidisciplinary Studies in Education, 3(4), 52-63.
  • Maeda, J. (2013). Stem+ art= steam. The STEAM journal, 1(1), 34.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. STEAM education: Theory and practice, 101-115. doi:10.1007/978-3-030-04003-1_6
  • MEB Yönergesi, (2016). Bilim ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara
  • Mednick, S. (1962). The associative basis of the creative process. Psychological review, 69(3), 220.
  • Ministry of Education Science and Technology. (2011). The second basic plan to foster and support the human resources in science and technology (2011–2015). Seoul: MEST.
  • Morrison, J. (2006). TIES STEM education monograph series, attri- butes of STEM education. TIES.
  • National Art Education Association. (2014). Purposes, principles, and standards for school art programs. Reston, VA: National Art Education Association.
  • Fitzpatrick, E. (2007). Innovation America: A Final Report. Washington, D.C.: The National Governors Association (NGA).
  • Standards, N. G. S. (2013). Next generation science standards: For states, by states (Vol 1) Washington.
  • Oh, D. J., Bae, J. H., & Park, S. H. (2016). The Effects of science based enrichment STEAM gifted program on creative thinking activities and emotional intelligence of elementary science gifted students. Journal of Korean Elementary Science Education, 35(1), 13-25
  • Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(1), 95-116.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: Scamper örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Parnes, S.J. (1967). Education and creativity. In J. C. Gowen, G. D. Demons, E. P.Torrance (Eds.), Creativity: Its educational implications. Wiley: New York.
  • Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2021). Best practices in gifted education: An evidence-based guide. Routledge.
  • Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249.
  • Ryu, J. J., & Lee, K. J. (2013). The effects of brain-based STEAM teaching-learning program on creativity and emotional intelligence of the science-gifted elementary students and general students. Journal of Korean Elementary Science Education, 32(1), 36-46.
  • Rhodes, M. (1961). An analysis of creativity. The Phi delta kappan, 42(7), 305-310.
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted child quarterly, 51(4), 382-396.
  • Sak, U. (2020). Üstün yetenek kavramının belirsizliğinden ortaya çıkan Bulanık Kuram (Fuzzy Conception of Giftedness born out of uncertainty). Yeni Türkiye Dergisi, 115, 99-108.
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  • Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, 10(2), 131-144.
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  • Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper review, 40(2), 108-120.
  • Yakman, G. (2010). What is the point of STEAM? –A Brief Overview. Steam: A Framework for Teaching Across the Disciplines. STEAM Education, 7(9), 1-9.
  • Yaman, Y, & Emir, S. (2014). Beyin Temelli Öğretimin Üstün Zekâlı ve Yetenekli Öğrencilerin Yaratıcı ve Eleştirel Düşünme Becerilerine Etkisi. 1st Eurasian Educational Research Congress, İstanbul, Türkiye, 24 - 26 Nisan 2014, 1049-1050.
  • Zhbanova, K. (2018). Science through art: Motivating gifted and talented students. Journal of STEM Arts, Crafts, and Constructions, 3(2), 9-23.

STEAM Bütünleşik Öğrenme Modeli Üstün/Özel Yeteneklilerde Yaratıcılığı Destekler mi?

Year 2023, Issue: 55, 140 - 153, 31.03.2023
https://doi.org/10.53444/deubefd.1207880

Abstract

Gezegenimizin giderek karmaşıklaşan yaşam koşuları ve beraberinde getirdiği problemler; bunun yanında teknolojide ve bilimde ortaya çıkan yeniliklerde değişen yaşam algımız; gün ve gün içinde yaşadığımız toplumda problemlerin çözümünü zorlaştırmaktadır. Bu kapsamda bilimin ve teknolojinin araçlarını kullanarak farklı olay ve olgular arasında bağlantı kurabilen, daha karmaşık problemleri algılayan, çok yönlü düşünebilen ve bunlara yaratıcı çözümler üreten bireylere ihtiyaç vardır. Bilim, Teknoloji, Mühendislik ve Matematik) alanlarına Sanat (A) eğitiminin entegre edildiği STEAM bütünleşik öğrenme modelini bu çerçevede en kapsamlı öğrenme ve problem çözme modellerinden biri olarak karşımızda durmaktadır. Bu model, ülkelerin kalkınmasını ve ilerlemesinde belirleyici roller üstlenecek üstün/özel yetenekli öğrencilerin eğitiminde, yaratıcı beceri, fikir ve ürünlerin geliştirilmesinde potansiyel fırsatları barındırmaktadır. Bu ihtiyaçlar çerçevesinde temellenen bu çalışmada, üstün/özel yetenekli öğrencilerde STEAM bütünleşik öğrenme modeli ile gerçekleştirilen öğretimlerin yaratıcılık üzerine etkisini olup olmadığı ele alınmıştır. Araştırmanın yöntemi, konu hakkında güncel araştırmalardan temellenen bir alanyazın taramasıyla oluşan bir derlemedir. Bu derleme çalışmasında, STEAM bütünleşik öğrenme modelinin, farklı disiplinlerin entegrasyonu yoluyla, çok yönlü zihinsel bağlantılar kurarak üstün/özel bireylerin yaratıcılığını desteklediği ortaya koyulmuştur. Eğitimin her kademesinde çok yönlü beceri ve zihinsel bağlantı gelişimi destekleyen bu modelin, öğretim ortamlarında yerinde ve anlamlı olarak daha çok kullanılması ve daha yoğun olarak gelecek eğitim araştırmalarına konu olması beklenmektedir.

References

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  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331.
  • Ahmad, D. N., Astriani, M. M., Alfahnum, M., & Setyowati, L. (2021). Increasing creative thinking of students by learning organization with STEAM education. Jurnal Pendidikan IPA Indonesia, 10(1), 103-110.
  • Amabile, T. M. (1983). The social psychology of creativity. New York: SpringerVerlag.
  • Andersen, L. (2014). Visual–spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114-121.
  • Aydın, G., & Balım, A. G. (2005). An interdisciplinary application based on constructivist approach: Teaching of energy topics. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(2), 145-166.
  • Baer, J. (2005). Theoretical and interdisciplinary perspectives. Roeper review, 27(3), 158-163.
  • Bae, J. H., So, K. H., Yun, B. H., Kim, J. S., Han, G. I., Kim, S. G., ... & Kim, H. J. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762-772.
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  • Choi, Y., & Hong, S. H. (2015). Effects of STEAM lessons using scratch programming regarding small organisms in elementary science-gifted education. Journal of Korean Elementary Science Education, 34(2), 194-209.
  • Chu, H. E., Martin, S. N., & Park, J. (2019). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17(7), 1251-1266.
  • Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, 30(3), 233-240.
  • Clapp, E. P., & Jimenez, R. L. (2016). Implementing STEAM in maker-centered learning. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 481–491.
  • Erol, A., Erol, M., & Başaran, M. (2022). The effect of STEAM education with tales on problem solving and creativity skills. European Early Childhood Education Research Journal, 1-16.
  • Gruszka, A., & Tang, M. (2017). The 4P’s creativity model and its application in different fields. In L. M. Tang, & C. Werner (Eds.), Handbook of the management of creativity and innovation: theory and practice (pp.51-71). World Scientific Publishing Company.
  • Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 1959b, 469-479.
  • Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58
  • Haroutounian, J. (2019). Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom. In A.J. Stewart, M. P. Mueller , & D. J. Tippins (Eds.), Converting STEM into STEAM Programs (pp. 169-183). Springer, Cham.
  • Harris, A., & Carter, M. R. (2021). Applied creativity and the arts. Curriculum Perspectives, 41(1), 107-112.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.
  • Hong, J. H., & Yoo, M. H. (2016). The effect of program for the gifted based on GI-STEAM model on leadership, creative personality, and learning flow of elementary gifted students. Journal of Gifted/Talented Education, 26(1), 77-99.
  • Kang, H. K., & Kim, T. H. (2014). The development of STEAM project learning program for creative problem-solving of the science gifted in elementary school. Journal of gifted/talented education, 24(6), 1025-1038.
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  • Kanlı, E., & Emir, S. (2013). The Effect of Problem Based Learning on Gifted and Normal Students' Achievement and Creativity Levels. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(2).
  • Karabey, B., & Yürümezoğlu, K. (2015). Yaratıcılık ve Üstün Yetenekliliğin Bazı Zeka Kuramları Açısından Değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 40, 86-107.
  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13(1), 1-12.
  • Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, J. H., Bang, M. S., Bae, S. C., Hong, Y. S., Choi, J. G., Lee, N. R., ... & So, K. H. (2014). The effect of STEAM education program using movies on the creative personality, creative problem-solving ability and scientific attitude of elementary scientific gifted. Journal of Science Education, 38(1), 120-132.
  • Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
  • Kim, H. B., & Cha, J. (2021). The Effect of STEAM Camp Program for Gifted High School Students on Their Creative Leader Competency and STEAM Literacy. Journal of Science Education, 45(2), 231-246.
  • Ko, D. G., & Hong, S. H. (2021). The Effect of Problem-Centered Learning Based STEAM Field Experience Learning Program on Science Process Skills, Creative Problem Solving Ability, and Scientific Attitude of Gifted Students in Elementary Science. Journal of Korean Elementary Science Education, 40(1), 113-125.
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  • Kwon, S. B., Nam, D. S., & Lee, T. W. (2012). The effects of STEAM-based integrated subject study on elementary school students' creative personality. Journal of the Korea society of computer and information, 17(2), 79-86.
  • Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547-552.
  • Lansiquot, R. D. (Ed.). (2016). Interdisciplinary pedagogy for STEM: A collaborative case study. Springer. Liao, C. (2016). From interdisciplinary to transdis-ciplinary: An arts-integrated approach to STEAM education. Art Education,69(6), 44-49
  • Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679.
  • Madenci, A., & Yılmaz, İ. (2019). Sanatsal becerilerin STEAM etkinliklerinde yaratıcı düşünme, işbirliği ve tasarım becerileri üzerine etkileri. Journal of Multidisciplinary Studies in Education, 3(4), 52-63.
  • Maeda, J. (2013). Stem+ art= steam. The STEAM journal, 1(1), 34.
  • Marmon, M. (2019). The emergence of the creativity in STEM: fostering an alternative approach for Science, Technology, Engineering, and Mathematics Instruction through the use of the arts. STEAM education: Theory and practice, 101-115. doi:10.1007/978-3-030-04003-1_6
  • MEB Yönergesi, (2016). Bilim ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara
  • Mednick, S. (1962). The associative basis of the creative process. Psychological review, 69(3), 220.
  • Ministry of Education Science and Technology. (2011). The second basic plan to foster and support the human resources in science and technology (2011–2015). Seoul: MEST.
  • Morrison, J. (2006). TIES STEM education monograph series, attri- butes of STEM education. TIES.
  • National Art Education Association. (2014). Purposes, principles, and standards for school art programs. Reston, VA: National Art Education Association.
  • Fitzpatrick, E. (2007). Innovation America: A Final Report. Washington, D.C.: The National Governors Association (NGA).
  • Standards, N. G. S. (2013). Next generation science standards: For states, by states (Vol 1) Washington.
  • Oh, D. J., Bae, J. H., & Park, S. H. (2016). The Effects of science based enrichment STEAM gifted program on creative thinking activities and emotional intelligence of elementary science gifted students. Journal of Korean Elementary Science Education, 35(1), 13-25
  • Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(1), 95-116.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: Scamper örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Parnes, S.J. (1967). Education and creativity. In J. C. Gowen, G. D. Demons, E. P.Torrance (Eds.), Creativity: Its educational implications. Wiley: New York.
  • Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2021). Best practices in gifted education: An evidence-based guide. Routledge.
  • Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249.
  • Ryu, J. J., & Lee, K. J. (2013). The effects of brain-based STEAM teaching-learning program on creativity and emotional intelligence of the science-gifted elementary students and general students. Journal of Korean Elementary Science Education, 32(1), 36-46.
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There are 74 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Sıla Balım 0000-0002-8140-268X

Kemal Yürümezoğlu 0000-0002-3288-9890

Publication Date March 31, 2023
Published in Issue Year 2023 Issue: 55

Cite

APA Balım, S., & Yürümezoğlu, K. (2023). STEAM Bütünleşik Öğrenme Modeli Üstün/Özel Yeteneklilerde Yaratıcılığı Destekler mi?. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(55), 140-153. https://doi.org/10.53444/deubefd.1207880