تاثیر راهبرد یادگیری اکتشافی بر خلاقیت و تفکر نوآورانه دانش آموزان دوره متوسطه شهر القادسیه عراق
محورهای موضوعی : تعلیم و تربیت
علیرضا پرنیان
1
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مریم رحمانی منش
2
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رغد عقیل عبدالامیر الموسوی
3
1 - عضو هیات علمی گروه آموزش ابتدایی، واحد لارستان ، دانشگاه آزاد اسلامی، لار، ایران
2 - استادیار مدیریت آموزشی، دانشکده مهارت و کارآفرینی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
3 - کارشناسی ارشد مدیریت آموزشی، واحد خوراسگان ، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: راهبرد یادگیری اکتشافی, خلاقیت, تفکر نوآورانه.,
چکیده مقاله :
مقدمه و هدف: مهم ترین عامل مؤثر در بروز خلاقیت و تفکر نوآورانه در دانش آموزان، آموزش می باشد و مناسب ترین محیط برای پرورش خلاقیت و نوآوری، در هرجامعه ای محیط های آموزشی است. در این راستا مهارت های تدریس معلمان می تواند عامل مهمی در بروز خلاقیت و نوآوری دانش آموزان باشد هدف از پژوهش حاضر تاثیر راهبرد یادگیری اکتشافی بر خلاقیت و تفکر نوآورانه در درس شیمی بود.
روش شناسی پژوهش: این پژوهش از نظر هدف کاربردی و از نظر ماهیت و روش از نوع نیمه تجربي، با طرح پيش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش شامل تمامی دانشآموزان دختر مقطع متوسطه شهر القادسیه عراق بود. با استفاده از روش نمونهگیری تصادفی طبقهای تعداد 30 نفر از دانش آموزان دختر از طریق نمرات امتحان اولیه جفت یابی (همسان سازی) گردیدند، که به صورت جایگزینی تصادفی در دو گروه آزمایش (15 نفر) و کنترل (15) قرار داده شدند.ابزار جمع آوری اطلاعات پرسشنامه خلاقیت تورنس (1978) و پرسشنامه تفکر نوآورانه لی ژوانگ (2004) بود. داده‌های گردآوری‌شده در دو سطح مورد تجزیه و تحلیل قرار گرفت. در سطح آمار توصیفی از میانگین و انحراف معیار و در سطح آمار استنباطی از تحلیل کوواریانس استفاده شد.
یافته ها: نتایج حاصل گویای آن است که راهبرد یادگیری اکتشافی بر رشد خلاقیت و همچنین بر تفکر نوآورانه در درس شیمی تاثیر مثبت و معناداری دارد.
بحث و نتیجه گیری: یافته ها به اهمیت این راهبرد و رویکرد فعال در یادگیری و شناخت عمیق تر و تفکر نواورانه به عنوان یکی از راهکارهای موثر بر بهبود کیفیت و عمق یادگیری در محیط آموزشی اشاره دارد.
Introduction: The most important factor influencing the emergence of creativity and innovative thinking in students is education, and the most suitable environment for nurturing creativity and innovation in any society is educational settings. In this regard, teachers' instructional skills can play a significant role in fostering students' creativity and innovation. The aim of the present research was to investigate the impact of the exploratory learning strategy on creativity and innovative thinking in chemistry lessons.
Research methodology: This study, in terms of purpose, was applied research, and in terms of nature and method, it was quasi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all female high school students in the city of Al-Qadisiyah, Iraq. Using stratified random sampling, 30 female students were matched based on their initial exam scores (homogeneous pairing) and were then randomly assigned to two groups: experimental (15 students) and control (15 students). The data collection tools were the Torrance Creativity Questionnaire (1978) and the Li Zhang Innovative Thinking Questionnaire (2004). The collected data were analyzed at two levels: descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance).
Findings: The results indicate that the exploratory learning strategy has a positive and significant effect on the development of creativity and innovative thinking in chemistry lessons.
Conclusion: The findings point to the importance of this strategy and active approach in learning, deeper understanding, and innovative thinking as one of the effective solutions for improving the quality and depth of learning in the educational environment.
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