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      저자 : Ugur Sak (검색결과 2 건)
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      • The Selective Problem Solving Model (SPS) and Its Social Validity in Solving Mathematical Problems

        Bilge Bal-Sezerel,Ugur Sak 대한사고개발학회 2013 The International Journal of Creativity & Problem Vol.23 No.1

        The aim of this study was to investigate student acceptability as a form of social validation of the Selective Problem Solving (SPS) model that is used for developing creative problem solving skills, as well as for creatively solving problems. The model consists of six steps: definition of the target problem, identification of the source problem, solution of the target problem, construction of an original problem, solution of the original problem, and reflection. The study included 210 sixth and seventh-grade students in a city in the mid part of Turkey. A four-hour instruction consisting of two SPS lessons was designed and used for teaching in mathematics courses. A 20-item questionnaire was administered to the participants to measure their perceptions about the SPS after the instruction. One Sample t-test analysis showed that mean scores of all the items were higher than the criterion, meaning that students had high acceptability about the use of the SPS in teaching problem solving skills and creativity in mathematics. The results did not differ by gender, but by grade.

      • The DISCOVER curriculum model: Nurturing and enhancing creativity in all children

        C. June Maker,Omar Muammar,Lisa Serino,Ching Chen Kuang,Ahmed Mohamed,Ugur Sak 한국교육개발원 2006 KEDI Journal of Educational Policy Vol.3 No.2

        This 3‐year study was designed to assess the impact of the DISCOVER Curriculum Model on the creativity of 2983 Hispanic, Navajo, Caucasian, African American, and Yaqui Indian elementary school children as measured by the Test of Creative thinking‐Drawing Production (TCT‐DP). Teachers (108) of similar ethnicities from 4 elementary schools were observed to determine level of implementation (high, medium, low) of a constructivist‐based curriculum model incorporating Multiple Intelligences theory (Gardner, 1983), the theory of Triarchic Mind (Sternberg, 1985), research on creativity, and principles for education of gifted students. ANOVA results showed significant increases in creativity of students in middle and high implementers’ classrooms in Year 2 and significant interaction effects across all 3 years: as grade level increased, TCT‐DP scores of students in high and middle implementer classrooms while those in low implementers’ classrooms decreased. This study lends support for the use of this model, but additional research is needed.

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