The Effect of Systematic Education Applied in the Biology, on the Achievement of Creative Thinking

The purpose of this study is the effect of systematic education applied in biology on the achievement of creative thinking. This research uses “single group pretest-posttest” design among experimental models, and has been conducted with 30 students continuing 9th grade in an Anatolian high school in central town of Artvin. Verbal and figural A forms of Torrance Tests of Creative Thinking [TTCT], the data collection tool, was applied to the group as a pretest in the beginning of teaching process. The unit “Conscious Individual and Habitable Environment” in the biology was discussed in accordance with the systematic education model. Verbal and figural B forms of TTCT was applied to the group as the posttest at the end of teaching process. Dependent t-test was used in the comparison of pretest and posttests of the group. According to the study findings, while there is a significant difference in favor of posttests in the average scores of fluency for 1 point, of flexibility for 1 and 3 points and of originality for 2 point in the TTCT verbal form, there is a significant decrease in originality for 7 points. There is a significant difference in favor of posttests in the average scores of fluency point, of synthesis of lines point, of extending or breaking boundaries point and fantasy point in the TTCT figural form. According to study findings, it is possible to conclude that systematic education is effective to develop some aspects of creative thinking. For similar studies, to collect data from out-of-school environments and to reward at the end of data collection period