مقایسه اثر بخشی روش تدریس تفکر استقرایی و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان پایه پنجم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحمد امین فرهادی پور 1 , عفت عباسی 2 , سمیرا کریم زایی 3
1 - 1کارشناس ارشد برنامه ریزی درسی دانشگاه خوارزمی، تهران، ایران
2 - دانشگاه خوارزمی تهران
3 - 3دانشجوی کارشناسی راهنمایی و مشاوره، دانشگاه پیام نور
کلید واژه: تفکر استقرایی, علوم تجربی, خلاقیت, کاوشگری,
چکیده مقاله :
هدف پژوهش حاضر، مقایسه تأثیر روش تدریس تفکر استقرایی با روش تدریس کاوشگری در علوم تجربی بر خلاقیت دانش‌آموزان است. جامعه آماری پژوهش حاضر شامل کلیه دانش‌آموزان پایه پنجم ابتدایی شهرستان کرج بود، بدین منظور از جامعه یاد شده 60 نفر از دانش‌آموزان، در دو کلاس درس، به عنوان گروه‌های آزمایشی یک و دو انتخاب شدند. روش تحقیق از نوع نیمه آزمایشی و طرح پیش آزمون ـ پس آزمون با گروه‌های آزمایشی یک و دو بود. ابزار مورد استفاده محقق در این پژوهش فرم A آزمون تفکر خلاق تورنس بود. پس از یک و نیم ماه اجرای روش‌های آموزشی در گروه‌های آزمایشی یک و دو، و تحلیل داده‌ها به دست آمده با روش تحلیل کوواریانس، یافته‌های پژوهش نشان داد که روش کاوشگری برای پرورش خلاقیت، به طور کلی و مؤلفه‌های اصالت و بسط، در درس علوم مؤثرتر از روش تفکر استقرایی است. ولی برای پرورش مؤلفه‌های سیالی و انعطاف پذیری هر دو روش مؤثر هستند.
This study examined the effectiveness of deductive and exploring teaching methods on the creativity of primary students in empirical Sciences. The statistical population included all the primary students (fifth grade) in Karaj. Amongst whom, 60 students in two separate classes were selected as the first and the second experimental groups. The applied method was of semi-experimental, pre and post tests and the first and the second experimental group type. Torrance A-Tests of Creative Thinking was used as the measurement tool. After one and a half month of training, the collected data were analyzed by means of covariance analysis. The findings showed that exploring method is much more effective than inductive method to foster creativity, in general, and to develop originality and elaboration skills, in particular. However, both methods are effective to expand the components of fluidity and flexibility.
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