Publication: Effects of Creating Simulations in Interactive Physics Application and Developing Portfolio on Students' Academic Self-Concept and Creativity
Abstract
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Creative thinking is defined by Özözer (2004) as finding and establishing new connections in existing connections, building new concepts, generating a unique idea, developing an original product, or proposing a new solution to existing problems by creating a new mental schema. This definition stresses the role of cognition in creativity. Computers might support cognitive dimension of creativity. Computers can be used to reflect what students know; therefore, they act as “cognitive amplification tools”. Using computers in this manner allows us to support meaningful learning and knowledge construction (Jonassen, Carr, & Yueh, 1998). According to Clements (1995), computers might become “potent catalysts to improve creativeness.” To support creativity, not only using computers in educational environments, but, more importantly, also how it is used is important. Instead of drill-and-practice applications, providing learners with computers applications which implement constructivist learning strategies such as discovery learning (Akpınar, 2003; Biber, 2006), project based learning (Demirel et al., 2001; Yılmaz, 2006), and problem based learning (Yaman & Yalçın, 2005) supports and nurtures their creativity. Simulations, as a form of computer-supported instruction, facilitate problem-solving activities and represent a controlled depiction of real world situations (Bayram, 1999). According to Yaman and Yalçın (2005), creative people are good at problem solving
Creative thinking is defined by Özözer (2004) as finding and establishing new connections in existing connections, building new concepts, generating a unique idea, developing an original product, or proposing a new solution to existing problems by creating a new mental schema. This definition stresses the role of cognition in creativity. Computers might support cognitive dimension of creativity. Computers can be used to reflect what students know; therefore, they act as “cognitive amplification tools”. Using computers in this manner allows us to support meaningful learning and knowledge construction (Jonassen, Carr, & Yueh, 1998). According to Clements (1995), computers might become “potent catalysts to improve creativeness.” To support creativity, not only using computers in educational environments, but, more importantly, also how it is used is important. Instead of drill-and-practice applications, providing learners with computers applications which implement constructivist learning strategies such as discovery learning (Akpınar, 2003; Biber, 2006), project based learning (Demirel et al., 2001; Yılmaz, 2006), and problem based learning (Yaman & Yalçın, 2005) supports and nurtures their creativity. Simulations, as a form of computer-supported instruction, facilitate problem-solving activities and represent a controlled depiction of real world situations (Bayram, 1999). According to Yaman and Yalçın (2005), creative people are good at problem solving