Measuring the Effect of Project-Based Learning on Creativity Skills in Turkish Middle Schools
Keywords:
project-based learning, creativity, middle school education, Turkey, pedagogical innovation, 21st-century skillsAbstract
This quasi-experimental study investigates the impact of project-based learning on creativity development among middle school students in Turkey. Recognizing creativity as essential for 21st-century success and addressing concerns about traditional Turkish educational approaches that may constrain creative thinking, this research implemented a twelve-week project-based learning intervention across four middle schools. The experimental group comprising 156 students engaged in structured project-based activities while the control group of 148 students received conventional instruction. Creativity was measured using the Torrance Tests of Creative Thinking and a researcher-developed Creative Product Assessment Scale. Results demonstrate statistically significant improvements in all creativity dimensions including fluency, flexibility, originality, and elaboration for students experiencing project-based learning compared to control group peers. Qualitative observations revealed enhanced student engagement, collaborative problem-solving, and intrinsic motivation. However, implementation challenges emerged regarding teacher preparation, assessment complexity, curriculum time constraints, and institutional resistance to pedagogical innovation. These findings suggest project-based learning offers promising approaches for fostering creativity in Turkish educational contexts while highlighting systemic changes necessary for effective widespread adoption.
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