The Effect of Teaching Methods of Brain Presenting on the Creativity and Academic Achievement of the 7th grade Male Students in the First and Secondary Schools in the Area of Three Karaj, 1395-1394
Subject Areas : Methods and technics of creativity and innovation, creativity and innovation engineering.
Ali Rahbar
1
(University of Tehran Rajai martyr)
Alireza Assareh
2
(دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی
)
Gholamali Ahmadi
3
(دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی)
Bahram Salehsadgpoure
4
(دانشیار و عضو هئیت علمی دانشگاه تربیت دبیر شهید رجایی)
Keywords: Academic Achievement, Creativity, teaching method, brainstorming,
Abstract :
Objectives: The purpose of this study was to determine the effect of the method of teaching the brainstorming on the creativity and academic achievement of the 7th grade male students in the first and second grade schools in the area of Karaj in the 1395-1394 academic year. Method: The research method was semi-experimental in a pre-test-posttest design with control group. The statistical population includes all male students of the first grade of the first grade of the first grade of Karaj 3rd district. The sample of this study was 64 male students of the 7th grade of primary school who were selected by purposeful sampling method. In control and experimental groups, 32 and 32 subjects were selected and the pretest and post-test groups were used after two months. To measure creativity, the Abedi Creativity Test (1372) was used before and after Brainstorming, and to measure academic achievement, the motivation for Hermann's academic achievement (1970) was used. Brain education for the experimental group received 5 sessions of 45 minutes, and after the training period, two post-test groups were taken. During this period, no training was performed for the control group. Covariance test was used to analyze the data. Results: The results of this study showed that the method of teaching brain drain in increasing the creativity and academic achievement of the experimental group was effective and there was a significant difference between the experimental and control groups in the components of creativity (fluidity, initiative, elasticity and flexibility ) Is seen. Conclusion: It is suggested that the Brain Critical Method be used to increase the creativity and academic achievement of students in the course of work and technology.
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