مقایسۀ اثربخشی روش تدریس همیاری و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان دختر پایۀ پنجم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
جواد جهاندیده
1
(
دانشجوی دکترای برنامه‌ریزی درسی، دانشگاه شهید بهشتی تهران، تهران، ایران.
)
اسماعیل سعدی پور
2
(
استاد گروه روان‌شناسی تربیتی، دانشگاه علامه طباطبایی تهران، تهران، ایران.
)
کلید واژه: روش کاوشگری, روش همیاری, علوم تجربی, تدریس, خلاقیت,
چکیده مقاله :
هدف این پژوهش، بررسی مقایسۀ اثربخشی روش تدریس همیاری با روش تدریس کاوشگری بر خلاقیت دانش‌آموزان است. جامعۀ آماری پژوهش، شامل همۀ دانش‌آموزان دختر پایۀ پنجم ابتدایی شهرستان کبودرآهنگ بود. بدین منظور از جامعۀ یادشده 40 نفر از دانش‌آموزان، در دو کلاس درس، به‌عنوان گروهای آزمایشی یک و دو انتخاب شدند. روش تحقیق از نوع نیمه‌آزمایشی و طرح پیش‌آزمون- پس‌آزمون با گروه‌های آزمایشی یک و دو بود. ابزار مورد استفادۀ محقق در این پژوهش آزمون تفکر خلاق تورنس (فرم A) بود. نتایج حاصل به روش آمار توصیفی و استنباطی مورد تحلیل قرار گرفت و مقایسۀ نتایج پیش‌آزمون و پس‌آزمون در هر دو گروه نشان داد که روش تدریس همیاری و روش کاوشگری بر هر دو گروه بهبود معناداری ایجاد کرده است و مقایسه دو روش با یکدیگر نشان داد که روش همیاری در مقایسه با روش کاوشگری بر خلاقیت دانش‌آموزان در درس علوم تأثیر معناداری داشته است.
The aim of this study is to compare the effectiveness of collaborative teaching method with exploratory teaching method on students' creativity. The statistical population of the present study included all female students in the fifth grade of elementary school in Kaboudar Ahang. For this purpose, 40 students from the mentioned community, in two classrooms, were selected as experimental groups one and two. The research method was semi-experimental and the pretest-posttest design was with experimental groups one and two. The instrument used by the researcher in this study was Torrance Creative Thinking Test (Form A). The results were analyzed by descriptive and inferential statistics and the comparison of pre-test and post-test results in both groups showed that the teaching method of cooperation and exploration method has significantly improved both groups and the comparison of the two methods with each other showed The collaborative method compared to the exploratory method has a significant effect on students' creativity in science lessons.
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