Investigation of the Relationship Between Learning Styles and Creativity of Middle School Science and Art Centres Students

Oct 15, 2026

A survey-based study investigates how middle school students visiting BILSEMs (Science and Art Centers) differ in creativity and learning preferences, and examines the effects of multiple variables on these traits. During the 2021–2022 academic year, 214 fifth-, sixth-, and seventh-graders were selected via purposive sampling and assessed using the “How Creative Are You?” scale, the Kolb Learning Style Inventory, and a personal information form. Results show creativity above medium, mostly converging styles, and no clear relationship between learning preferences and creativity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Education and creativity framework

Giftedness and intelligence-test limitations

Learning styles concepts and classification

Investigation of the Relationship Between Learning Styles and Creativity of Middle School Science and Art Centres Students Güliz KAYMAKCI1 Tokat Gaziosmanpaşa University Şendil CAN 2 Muğla Sıtkı Koçman University Abstract The current study, which uses a survey approach, aims to identify middle school students who visit BILSEMs (Science and Art Centers) in terms of their creativity and learning preferences and to look into the impact of various factors on these traits. In the 2021–2022 academic year, 214 fifth, sixth, and seventh graders were chosen using the purposive sampling technique. The "How Creative Are You?"scale, "Kolb Learning Style Inventory," and a personal information form were used as data gathering tools. The study's findings indicate that the creativity of the participating students is above medium, and the majority have "converging" learning styles. At the same time, the minority has "diverging" learning styles, that gender, grade level, type of school, BILSEM program, and family income level have no bearing on the children's creativity, and learning styles vary significantly depending on these factors. Additionally, there was no discernible link between the students' learning preferences and creativity. Keywords: Learning style, creativity, Science and Art Centre, gifted student, quantitative analysis DOI: 10.29329/epasr.2024.655 .5 Submitted:10 October 2023 Accepted: 16 November 2023 Published: 31 March 2024 1Asist. Prof. Dr., Tokat Gaziosmanpasa University, Education Faculty, Tokat, Turkey, ORCID: 0000-0002-3428-5214 Correspondence: [gulizkaymakci@gmail.com](gulizkaymakci@gmail.com) 2 Prof. Dr., Mugla Sıtkı Kocman University, Education Faculty, Muğla, Turkey, ORCID: 0000-0001-9313-7273, [csendil@mu.edu.tr](csendil@mu.edu.tr) Introduction High-quality education is believed to be the fundamental building block of progress, particularly economic development. Through education, it is intended to produce creative people capable of thinking critically about things like knowledge, ideas, goods, etc. This qualification is particularly sought after in the twenty-first century. Gardner argues that qualified individuals possess 21st-century talents or the ability to perform tasks that machines cannot perform (Akgündüz et al., 2015) . Creativity is one of the essential abilities among these abilities. Since it helps individuals and governments formulate policies to address present and potential issues, creativity and creative thinking in society have long been among the most hotly debated subjects. According to Parnes (2004), creativity is the ability to react to distinguishing external and internal inputs like words, pictures, symbols, and drawings. According to Torrance (1962), the fundamental components of creativity include sensing a problem or something missing, differentiating the problem's elements, formulating ideas or solutions for the problem or the missing pieces, making educated guesses, testing out the proposals for an answer, and ultimately arriving at a solution. Wallas (1926) asserted that the creation process consists of four stages: preparation, incubation, illumination, and verification, which also includes the problem-solving stage. When creativity is viewed as a personality characteristic, it can be claimed that creative people are curious, love dealing with difficult situations, have a high tendency to take chances, are original and flexible thinkers, and are introverted, independent, and inquisitive (Guilford, 1968) . Csikszentmihalyi (2004) asserts that creative people can accomplish their goals through more excellent environmental adaptation skills than their counterparts, regardless of the circumstances. Specific requirements must be met to foster, define, and assess creativity in people. These requirements include redefining problems, analyzing and defending ideas, two-sided information flow, overcoming obstacles, taking risks, being willing to grow, believing in on

FAQs

What is the main purpose of the study?

To identify middle school students’ creativity and learning preferences in BILSEMs and to examine how various factors influence these traits.

How were the participants and data collected?

In 2021–2022, 214 fifth-, sixth-, and seventh-graders were selected through purposive sampling, and data were collected using the “How Creative Are You?” scale, the Kolb Learning Style Inventory, and a personal information form.

Do learning preferences relate to students’ creativity in the study?

No discernible link was found between students’ learning preferences and creativity.

Oct 15, 2026

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