The Impact of The Creativity Levels of The Students Who Study at The School of Physical Education and Sport on Theır Critical Thinking Dispositions
Bibliographic record
Abstract
The aim of this study is to examine the impact of the creativity levels of the students who study at the School ofPhysical Education and Sport on their critical thinking dispositions.In accordance with this purpose, the sample is composed of 341 students randomly selected from the ErciyesUniversity School of Physical Education and Sport. In the study, The California Critical Thinking DispositionInventory which was adapted into Turkish by Kökdemir (2003), the creativity level scale adapted by Çoban (1999)and the "Personal Information Form" prepared by the researcher were used as data collection tools.Statistical analyzes of the data obtained from the Personal Information Form were made with the SPSS 20.0 packageprogram. Personal information about the candidates, total inventory scores and factor scores were given bydetermining their frequency (f) and percentage (%) values. The Pearson Product-Moment Correlation analysis (r)was applied in order to reveal the relationship between the scores obtained from the scales and the multipleregression analysis (β) was applied in order to determine whether the obtained scores were predictive of each other.While a positively significant relationship was revealed between creativity and the critical thinking sub-dimensionscuriousness, analyticalness, open-mindedness, truth-seeking, and self-confidence; a significant relationship could notbe determined between creativity and the systematicity sub-dimension. Also, it has been determined that the criticalthinking and creativity level scale scores were at medium level.When the results obtained from our study are examined, it is seen that the level of creativity affected critical thinkingmethods as well as many other areas. For this reason, it is thought that it is important for the teacher traininginstitutions to also include senior thinking skills in preparing their programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".