مقایسۀ اثربخشی روش تدریس همیاری و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان دختر پایۀ پنجم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیجواد جهاندیده 1 , اسماعیل سعدی پور 2
1 - دانشجوی دکترای برنامه‌ریزی درسی، دانشگاه شهید بهشتی تهران، تهران، ایران.
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.
Abadi,j(1993). ). Creativity and one new method on eualuation.researchrs psychologys machasing.
Abrams, E., Southerland, S. A., & Silva, P. C. (2007). Inquiry in the classroom: Realities and opportunities (PB) (Contemporary Research in Education). UK: Information Age Publishing.
Adibnia, A (2007). methods nad skils teaching to empirical science.tehran(polycopy).
Aghazadeh, M. (2010). New teaching methods, Tehran: Abij.
Ahmadi, S. (2005). Effect of problem-based teaching methods to foster creativity fifth grade students in the academic West of Islamabad city at year 2005-06. Master's thesis. (Kharazmi University.
Alwani, S. M., Nategh, T & Farahi, M. M. (2018). The role of social capital in the development of organizational knowledge management. Iranian Journal of Management Sciences. 5 (2): 35-70.
Bahrami, S. (2019), The effect of social capital and knowledge management on organizational capacity in the staff of the Ministry of Sports and Youth, Quarterly Journal of Knowledge Studies, 5 (17);1-18.
Fanchini, A., Jongbloed, J., & Dirani, A. (2019). Examining the well-being and creativity of schoolchildren in France. Cambridge Journal of Education, 49(4), 391-416.
Farhadipour, M. A., Abbasi, A; Karimzai, S. (2016). Comparison of the effectiveness of
inductive thinking teaching method and exploratory teaching method on creativity of fifth grade elementary students, Quarterly Journal of Research in Curriculum Planning, Volume 12, Number: 19, pp.10-21.
Ghaazi, M (2004). Probe the effect of education on the development of experimental science, creativity and achievement grade students GhonbadKavos city. Master's thesis. Allameh Tabatabaei University in Tehran
Gillies,r.m(2003).the effective of cooperative learning on junior high school student during small group learning. A valiable online at:www.sience direct.com.
Hafta Del, M., Adibnia, A., & Mohajer, Y. (2016). Comparison of the effect of cooperative teaching method with 5th grade teaching method on academic achievement and social skills of male students in fifth grade elementary experimental science course, Quarterly Journal of Research in Curriculum Planning, Volume 12, Number: 19, pp.103-90.
Halpern,d.f (n.d).creating cooperative learning Invironments. Americean psychological society. Retrieved december5.2008 from
Hameddani, Z.,Haghani,F.,Liaghat Dar, m. Comparison of influence of cooperative learning with mixed teaching method of short lecture and question & answer biology achievement.8.2011,2(30):3-10.
Hatami, Z. (2020). Strategies to increase creativity in students. School Counseling, 6 (2), 53-50.
Hetzroni, O., Agada, H., & Leikin, M. (2019). Creativity in autism: an examination of general and mathematical creative thinking among children with autism spectrum disorder and children with typical development. Journal of autism and developmental disorders, 49(9), 3833-3844.
Huang, C., Yang, C., Wang, S., Wu, W., Su, J., & Liang, C. (2019). Evolution of topics in education research: a systematic review using bibliometric analysis. Educational Review, 1-17.
Joyce, B & Weil, M & Kalhvn, E. (2005). Teaching models (2004).translated by MR. Behrangi. Tehran: Kamal-e-tarbiyat Publication
Landsman, R. E. (2005). RIP-ing through scientific inquiry: Critical thinking.USA: ANOVA Science Publishing.
Maleki Avarsin, P., Mostafa Pour, Rosita (2016). Investigating the effect of exploratory teaching method on the academic achievement of experimental science course for fifth grade elementary male students. Journal of Education and Evaluation, Year 8, No. 29, p.59-43.
Pash Sharife, H & Ghodrati, M. (2010). Study of female students gifted creative talents to school, non-profirs and government. Quarterly Recently hn industrial / organizational psychology. The first year, No.III,pp:31-40.
Pierr Kheafi, A. (1993). Examine the relationship between intrlligence and creativity in grade school student in tehran. Master thsis. Tehran: Allameh Tabatabi.
Plucker, J. A. (2000). Positive approaches to violence prevention: Peacebuilding in schools and communities. NASSP Bulletin, 84(614), 1–4.
Shabani H. (2007). Advanced teaching patterns. Tehran: Samat Publications.
Shafer,I, (2002).team teaching. university of science and art if oklahama. Web - edition.
Shafizadeh, H.,khosh Akhlage, A. (2020). Investigating the Relationship between Transformational Leadership and Creativity with Self-Regulated Learning of Islamic Azad University of Tehran Science and Research Branch. Initiative and Creativity in Humanities.
Shams Ali, M. R. (2010). Investigating the effect of exploration training in experimental sciences on fostering creativity and academic achievement of male and female students in the second year of middle school in Tuyserkan city in the academic year of 2008-2009. Master Thesis in Educational Sciences, Allameh Tabatabaei University, Tehran.
Shokoohi Amirabadi, L., Delaware, A., Abbasi Sarvak, L.,; Kushki, S. (2019). Content analysis of the document of fundamental transformation of education based on creativity and happiness. Quarterly Journal of Innovation and Creativity in the Humanities, 8 (3), 192-165.
Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14(4), 383-393.
Zamani, F. (2006). Effect of probe-based learning and lecture on creativity and achievement in school work computer. Master's thesis. Allameh Tabatabaei University in Tehran.
_||_