Abstract:

The first goal of this study is to validate the theoretical structure of Kaufman Domains of Creativity Scale with five domains, by using the data obtained from the undergraduate students of two different departments. Secondary goal is to analyze the effects of students' being in different departments on students' total score and on their creativity domain scores. The data were collected from the department of primary education consisting of 180 students from primary school education and 67 students from pre-school education; from the department of Mathematics and Science Education consisting of 114 students from science education, 55 students from mathematics education. Design of the study is causal comparative research supported with cross-sectional design method. As the indexes were close to acceptable threshold values, the scale was compatible with the theoretical model. It was found that in terms of scientific/mechanical creativity domain there were significant differences in favor of the students in the department of mathematics and science education. For total creativity scores, there were significant differences between the students of science education and pre-school education and mathematics education departments in favor of the students of science education. Participating students perceived that they were much less creative than their peers. With the assumption that students' creative thinking depends on their teachers, being aware of and developing their fields of creativity should be undergraduate students' priorities before starting teaching.

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