Külliye

Öz

Creativity is generally defined as a process that results in the production of new, original, useful, and effective products. While making this definition, the personal characteristics of the individual, the resulting creative product, the creative process the individual is in, and the environment that influences the individual (as well as the individual’s creative persuasion and creative potential) can be mentioned. Creativity can be approached from many different perspectives, from cognitive theories to problem-solving theories and psychometric approaches. When measuring creativity, information about personal characteristics, product, process, and environment can be used. The effectiveness of intervention programs to support creativity at school has been demonstrated in the literature. In this sense, the aim of this paper is to develop a creativity-based school intervention program. The program includes a pretest intervention posttest experimental study with experimental-control groups and 8 separate sessions. The intervention program covers primary and secondary school students. The program includes exercises, activities, and games from different sub-fields of creativity (such as verbal, visual, and dramatic). Alternative uses task, drawing task, and prediction task are used in the pretest and posttest phase of the program. The objectives of the program are (i) to develop verbal, visual, dramatic, and constructive creativity, (ii) to strengthen the ability to look at situations/events from different perspectives, (iii) to provide divergent thinking skills, (iv) to develop imagination, and (v) to produce creative ideas arising from randomness.