تأثیر آموزش روش تدریس بارش مغزی بر خلاقیت و پیشرفت تحصیلی دانش‌آموزان پسر پایه هفتم در درس کار و فناوری مدارس متوسطه اول ناحیه سه شهرستان کرج در سال تحصیلی 1394- 1395
الموضوعات :
علی راهبر
1
(
کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید رجایی تهران، تهران، ایران
)
علیرضا عصاره
2
(
دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی
)
غلامعلی احمدی
3
(
دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی
)
بهرام صالح صدق پور
4
(
دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی
)
الکلمات المفتاحية: پیشرفت تحصیلی, خلاقیت, روش تدریس, بارش مغزی,
ملخص المقالة :
هدف: این پژوهش باهدف بررسی تأثیر روش تدریس بارش مغزی بر خلاقیت و پیشرفت تحصیلی دانش‌آموزان پسر پایه هفتم در درس کار و فناوری مدارس متوسطه اول ناحیه سه شهرستان کرج در سال تحصیلی 1394- 1395 انجام‌شده است. روش: روش پژوهش نیمه آزمایشی در قالب طرح پیش‌آزمون – پس‌آزمون با گروه کنترل اجرا شد. جامعه آماری شامل کلیه دانش‌آموزان پسر پایه هفتم متوسطه اول ناحیه سه کرج است. نمونه پژوهش 64 نفر از دانش‌آموزان پسر پایه هفتم متوسطه اول بود که با روش نمونه‌گیری دسترس هدفمند انتخاب شدند و در دو گروه کنترل و آزمایش به ترتیب 32 و 32 نفر جایگزین شدند و گروه پیش‌آزمون و پس‌آزمون پیگیری بعد از دوماه استفاده‌شده است. برای سنجش خلاقیت، در قبل و بعد از اجرای روش بارش مغزی از آزمون خلاقیت عابدی (1372) و برای سنجش پیشرفت تحصیلی از انگیزه پیشرفت تحصیلی هرمنس (1970) استفاده شد. آموزش بارش مغزی برای گروه آزمایش به‌طور جداگانه، 5 جلسه 45 دقیقه‌ای دریافت کردند و پس از طی دوره آموزشی از دو گروه پس‌آزمون گرفته شد در این مدت برای گروه کنترل هیچ آموزشی اعمال نشد. برای تجزیه‌وتحلیل داده‌ها نیز از آزمون کوواریانس استفاده شد. یافته‌ها: نتایج حاصل از این پژوهش نشان داد که روش تدریس بارش مغزی در افزایش خلاقیت و پیشرفت تحصیلی گروه آزمایش مؤثر بوده است و تفاوت معناداری بین گروه آزمایش و کنترل در مؤلفه‌های خلاقیت (سیالی، ابتکار، بسط و انعطاف‌پذیری) دیده می‌شود. نتیجه‌گیری: پیشنهاد می‌شود از روش بارش مغزی برای افزایش خلاقیت و پیشرفت تحصیلی دانش‌آموزان در درس کار و فناوری استفاده شود.
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