تأثیر روش تدریس حل مسئله بر افزایش خلاقیت
محورهای موضوعی : پژوهش در برنامه ریزی درسیهادی درزی رامندی 1 , فاطمه یوسفی رامندی 2 , محمد درزی رامندی 3
1 - دکتری مطالعات برنامه درسی، مدرس دانشگاه فرهنگیان قزوین
2 - کارشناس ارشد تربیت‌بدنی و دبیر آموزش‌وپرورش شهرستان بویین‌زهرا
3 - کارشناس فقه و حقوق و کارمند آموزش‌وپرورش شهرستان قزوین
کلید واژه: خلاقیت, حل مسئله, دورة ابتدایی, روش تدریس,
چکیده مقاله :
هدف این پژوهش، بررسی تأثیر روش تدریس حل مسئله بر خلاقیت دانش‌آموزان پسر سال پنجم ابتدایی شهر دانسفهان است. روش تحقیق شبه تجربی از نوع پیش‌آزمون- پس‌آزمون با گروه گواه بود. نمونه این پژوهش شامل 60 نفر دانش‌آموز پسر سال پنجم ابتدایی (30 نفر گروه آزمایش و 30 نفر گروه گواه) بوده که از بین مدارس ابتدایی شهر دانسفهان یک مدرسه انتخاب شد و سپس 2 کلاس برای حجم نمونه انتخاب شد که دانش‌آموزان آن به‌صورت تصادفی در 2 کلاس گواه (30 نفر) و آزمایش (30 نفر) جای داده شدند. از دو گروه پیش‌آزمون خلاقیت اجرا شد. گروه آزمایش به‌طور جداگانه در طول 2 ماه، روش تدریس حل مسئله دریافت کردند و پس از طی این دورة آموزشی از دو گروه پس‌آزمون خلاقیت گرفته شد. به‌منظور تجزیه تحلیل داده‌ها از روش‌های آمار توصیفی (میانگین، انحراف معیار) و در بخش استنباطی از تحلیل کوواریانس استفاده شد. در این پژوهش با بررسی نمرات پیش‌آزمون روشن شد که میان نمرات دو گروه گواه و آزمایش در آزمون خلاقیت تفاوت معنادار وجود ندارد، ولی پس از گذراندن دوره آموزشی حل مسئله به مدت دو ماه و اجرای پس‌آزمون و مقایسة نتایج آن با نتایج حاصل از پیش‌آزمون مشخص شد که میان نمرات دو گروه گواه و آزمایش در آزمون خلاقیت تفاوت معنادار وجود دارد که نتایج بیانگران است که روش تدریس حل مسئله باعث افزایش میزان مؤلفه‌های خلاقیت (سیالی، ابتکار، بسط و انعطاف‌پذیری) دانش‌آموزان شده است.
The purpose of this paper is to study the effect of Problem Based Learning method on creativity increasing the boy students of fifth grade of primary school in Danesfehan during the academic year of 93-94. To do so both test and control group are needed. Therefore, focusing on control group, a semi-experimental method with pre-test and post-test is used.The study sample included 60 boy students of fifth grade (30 student for test group and 30 student for the control) that have been that within Buin Zahra Township’s school, one school was elected. Then two classes for the sample size was chosen: in that students randomly were selected for control (n = 30) and test (n = 30) groups.The pre-test of creativity was administered for both groups.Test group separately received Problem Based Learning method in during 2 month and then, creativity post-test was taken for two groups.In order to analyze the data, descriptive statistics (mean, standard deviation) was used and inferential part, the covariance analysis of variance was applied. The results are as follows: Problem Based Learning method has caused to increase the creativity of students. Problem Based Learning method has caused to increase creativity’s components of students (fluency, originality, flexibility and elaboration).
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