Abstract
The aim of this study is to analyze the relationship between intellect and creativity level of students with gifted, and to understand the relationship between their creativity level and creative problem solving skills. The target group of this study consists of a total of 20 primary school students between the ages 7 and 10; it is determined by the counseling and research center that the students involved in the study have gifted and talented. The study is carried out in Nezahat GökyiÄŸit Botanical Garden in Turkey; the Botanical Garden presents a natural living and learning environment to students who voluntarily participated in this study. A and B forms of The Test for Creative Thinking–Drawing Production TCT-DP is used in the study to determine the creativity levels of students. Students carried out extensive discussions about building hydroelectric power plants on the basis of Six Thinking Hats method and creative problem solving stages. The students wrote down their thoughts about each step to the study guides specifically designed for this purpose. After completing the answering and application processes, semi-structured interviews are held with students and data are collected. The obtained data indicates that there is not a meaningful difference between IQ score and creativity levels of students. According to the study results, there is a relationship between Urban Creativity test scores and creative problem solving skills. It is observed that students with high scores create more ideas (fluency), they have more ideas in different categories (flexibility) and their ideas are more extraordinary (originality). On the other hand, it is determined that there is no difference between groups in terms of detailing thoughts (elaboration). Key words: Gifted and talented education, relationship between creativity and intellect, creative problem solving-creativity relationship.
Highlights
When we take a look at the skills that are necessary in the New Age, it can be seen that an individual should know how to learn, should have the skills of listening and speaking, have the responsibility to take part in teamwork and be cooperative, have high self-respect and motivation besides the abilities of creative thinking and problem solving
The goal of this study is to find some proofs about the creativity of gifted children who received science education in the nature in the scope of the understanding of „education in nature‟
Data obtained from students throughout the process of creative problem solving stages about hydroelectric power plants are presented subsequently
Summary
When we take a look at the skills that are necessary in the New Age, it can be seen that an individual should know how to learn, should have the skills of listening and speaking, have the responsibility to take part in teamwork and be cooperative, have high self-respect and motivation besides the abilities of creative thinking and problem solving. When the information about gifted children and their education in the related literature are researched, it is seen that the literature presents some patterns to researchers; studies in the field are mostly about the relationship between creativity and intellect (Getzels and Jackson, 1962; Sternberg, 2003; Silvia, 2015), about defining, assessing and developing creativity in general or about domainspecific creativity (Adams and Hamm, 2010; Akgül, 2014; Ayas and Sak, 2014; Balka, 1974; Kanlı, 2014; Mann, 2006; Moravcsik, 1981). Studies on the relationship between intellect and creativity are especially important for defining and analyzing the notion of „being gifted‟ (Sternberg and O'Hara, 1999; Renzulli, 2016; Sak, 2016)
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