Year: 2024
Type: article
Abstract: ABSTRACT The aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students.
Source: European Journal of Education
DOI: 10.1111/ejed.12784
Author: Fatma Coştu
Institution: Yıldız Technical University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
OpenAlex ID: W4403157597