Analyzing the effects of implementing divergent creative thinking on the inquiry based learning of elementary students.

Abstract

This study examined the relationship between creative thinking skills and inquiry learners at the elementary level. The study was conducted using a mixed methods research design, collecting data from an Alternate Uses Test (AUT) as well as from participant reflection questions. The research study used a quasi-experimental approach and applied a creative thinking intervention in lessons with participants. This study utilized Guilford’s model of creative thinking and focused on the elements of fluency, flexibility, originality, and elaboration. The context of the study was an international school in Türkiye implementing the International Baccalaureate Primary Years Program (IB PYP) curriculum. The results observed an effect of the creative thinking intervention on the divergent thinking abilities of fourth-grade students, as measured in this study. Each of the four elements as well as the overall scores showed improvement from the pretest to the posttest. The study also uncovered findings to suggest that the participants developed their understanding of creative thinking, extended their self-perceptions as creative thinkers, and identified possible areas to apply their learning. This research reveals the importance of explicitly teaching creative thinking skills in elementary school contexts, especially with inquiry-based curricula.