مقایسۀ اثربخشی روش تدریس همیاری و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان دختر پایۀ پنجم ابتدایی
الموضوعات : 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.
الکلمات المفتاحية: روش کاوشگری, روش همیاری, علوم تجربی, تدریس, خلاقیت,
ملخص المقالة :
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.
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