Develop a Model for the Growth of Creativity in the Structure of the Elementary School Curriculum based on the Fundamental Reform Document of Education (FRDE)
الموضوعات : Curriculum Research
Azam Hosseinzadeh Sahlabadi
1
(PhD, Educational Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran.)
Akbar Mohammadi
2
(Assistant Professor, Department of Psychology, Garmsar Unit. Islamic Azad university. Garmsar, Iran)
Sara Haghighat
3
(Assistant Professor, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran.)
الکلمات المفتاحية: Creativity, Curriculum, Elementary Course, Document of Fundamental Transformation,
ملخص المقالة :
Purpose: As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE)Methodology: As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews.Findings: Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes.Conclusions: Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.
Akhlaghi A, Saleh Sedgh Pour B, Navid Adham M. (2020). Future study of the fundamental reform
document of education implementation: The 2025 perspective. Journal Strategic Studies of Public Policy,
10(34), 56-81.
Alfonso-Benlliure V, Santos MR. (2016). Creativity development trajectories in Elementary Education:
Differences in divergent and evaluative skills. Thinking Skills and Creativity, 19, 160-174.
Amini M, Rahimi H, Montazer M. (2019). The determine role and contribution of some factors and obstacles
to creativity growth in Iranian educational system (Study case: secondary schools first in Kashan).
Quarterly Journal of Innovation and Creativity in Human Sciences, 9(1), 81-114.
Biasutti M, Habe K. (2021). Dance improvisation and motor creativity in children: Teachers' conceptions.
Creativity Research Journal, 33(1), 47-62.
Bousinakis D, Halkos G. (2021). Creativity as the hidden development factor for organizations and
employees. Economic Analysis and Policy, 71, 645-659.
Ebrahimi Moghadam N, Dorrani K. (2018). Teleological evaluation contents of social skills in document of
fundamental reforms in education. Organizational Culture Management, 16(2), 283-304.
Hossieni A. (2006). A model for creativity development and its application in creative teaching skills for
primary-school teachers. Quarterly Journal of Educational Innovations, 5(1), 177-201.
Moradi F, Rahmani J, Shamshiri M. (2018). Critique and review of the policy of social ideals of education in
the country based on the document of fundamental transformation of education. Quarterly Professional
Journal of Social Sciences, 12(42), 357-370.
PeyravaniNia P, PeyravaniNia P. (2013). Evaluating contents of document of fundamental reforms in
education, focusing on organizational learning. MEDIA, 4(3), 40-48.
Rubenstein LD, Ridgley LM, Callan GL, Karami S, Ehlinger J. (2018). How teachers perceive factors that
influence creativity development: Applying a social cognitive theory perspective. Teaching and Teacher
Education, 70, 100-110.
Safaei N, Zarei E, Samavi A. (2021). Design and validation of a curriculum pattern based on creative thinking
skills for elementary students. Technology of Education Journal, 15(3), 579-590.
Saggar M, Xie H, Beaty RE, Stankov AD, Schreier M, Reiss AL. (2019). Creativity slumps and bumps:
Examining the neurobehavioral basis of creativity development during middle childhood. NeuroImage,
196, 94-101.
Shokouhi Amirabadi L, Delavar A, Abbasi Servak L, Koshki Sh. (2019). Content analysis on the fundamental
reform document of education based on creativity and happiness. Quarterly Journal of Innovation and
Creativity in Human Sciences, 8(3), 165-192.
Simkova I, Bondarenko O, Bielovetska L. (2021). Web-based applications to develop students' creativity in
English for specific purposes. International Journal of Evaluation and Research in Education, 10(2), 684-
692.
Sokot A. (2020). Empirical verification of the importance of economic knowledge in the development of
creativity of creative employees. Procedia Computer Science, 176, 1684-1692.
Wu YL, Hu JJ. (2015). Skill learning attitudes, satisfaction of curriculum, and vocational self-concept among
junior high school students of technical education programs. Procedia – Social and Behavioral Sciences,
174, 2862-2866.
