مقایسه اثر بخشی روش تدریس تفکر استقرایی و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان پایه پنجم ابتدایی
الموضوعات : پژوهش در برنامه ریزی درسی
محمد امین فرهادی پور
1
(1کارشناس ارشد برنامه ریزی درسی دانشگاه خوارزمی، تهران، ایران)
عفت عباسی
2
(دانشگاه خوارزمی تهران)
سمیرا کریم زایی
3
(3دانشجوی کارشناسی راهنمایی و مشاوره، دانشگاه پیام نور)
الکلمات المفتاحية: تفکر استقرایی, علوم تجربی, خلاقیت, کاوشگری,
ملخص المقالة :
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.
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