brainstorming

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1 - Cognitive and Metacognitive Strategy Instruction and Their Impact on Iranian EFL Learners’ Writing Cognitive Processes
Maryam Khezri Nejad Mojgan Rashtchi Zohreh Seifoori

This study explores the efficacy of cognitive and metacognitive strategy instruction in enhancing the writing cognitive processes of Iranian English as a Foreign Language (EFL) learners. Utilizing various instructional approaches, including scaffolded metacognitive inst More

This study explores the efficacy of cognitive and metacognitive strategy instruction in enhancing the writing cognitive processes of Iranian English as a Foreign Language (EFL) learners. Utilizing various instructional approaches, including scaffolded metacognitive instruction and writing metacognitive strategies, the research investigates the effects on learners’ metacognitive awareness and writing accuracy. Research on cognitive-oriented writing is a young but growing field. The current mixed methods study explored the extent to which brainstorming, focus on form (FonF), and metacognitive strategy instruction could affect cognitive processes (planning, translating, revising) of Iranian EFL learners. The participants were 150 BA learners in three intact classes majoring in English language translation at IAU, Islamshahr Branch. During 16 sessions, each group experienced brainstorming, metacognitive strategy instruction, or FonF activities as pre-task conditions. Writing pretest and posttest, and semi-structured interview were utilized to collect the data. The results obtained from one-way ANOVA revealed that pre-task conditions statistically impacted the cognitive processes of learners’ writings. The findings suggest a positive correlation between strategic knowledge, metacognitive strategies, and improved writing skills among Iranian EFL learners. The study not only contributes to the understanding of the interplay between cognitive and metacognitive processes in language learning but also provides valuable insights for educators aiming to enhance writing proficiency in EFL settings. Manuscript profile

Open Access Article

2 - Investigating the Effects of Brainstorming Technique on Iranian EFL Learners' Listening and Teachers' Attitudes towards This Technique
Ali Hamideh Mustafa Zamanian Mohammad Javad Riasati

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Open Access Article

3 - The Role of Brainstorming in Enhancing Language Skills: A Meta-analysis of EFL Learners' Speaking and Listening Performance
Ali Hamideh Mustafa Zamanian Mohammad Javad Riasati

This review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learn More

This review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learners. The studies, conducted between 2010 and 2023, employed various research designs, including quasi-experimental, qualitative, and mixed-methods designs, and were carried out in different settings, such as high schools, universities, and workplaces, and involved participants from different countries, including Iran, China, and Indonesia. The review discusses the main findings of each study, highlighting the positive impact of brainstorming and related strategies on language skills. The review also identifies gaps in the existing literature and suggests directions for future research, such as investigating the effectiveness of these strategies in enhancing other language skills and exploring their impact on different learner populations. The studies suggest that brainstorming can increase students' confidence in speaking English, positively impacting their motivation to learn and use the language. Additionally, brainstorming activities can enhance students' creativity in spoken language by encouraging them to generate and share ideas in a supportive and collaborative environment. The studies also indicate that the use of brainstorming techniques can lead to noticeable enhancements in students' speaking skills, demonstrating its effectiveness as a teaching strategy. Manuscript profile

Open Access Article

4 - Comparative Effectiveness of Teaching by the idea of saving (SCAMPER), brainstorming and traditional way to change level of creative self concept and openness to experience
Ezato Allah Ghadam Pour Zeynab Beyranvand Mehdi Yosef Vand

Abstract: Objective: The aim of this study was to compare the effectiveness of the method saving ideas, brainstorming and traditional way on creative self concept and openness to change the of experience in secondary school students in the city of Khorramabad. Methods: More

Abstract: Objective: The aim of this study was to compare the effectiveness of the method saving ideas, brainstorming and traditional way on creative self concept and openness to change the of experience in secondary school students in the city of Khorramabad. Methods: A quasi-experimental design 60 students selected by multistage cluster sampling and randomly divided into three groups. All groups Kafman creative concept questionnaire and Bauer (2004) and openness to experience Costa and Mac Lycra (1992) in the pre-test, post-test and follow-up of 2 months, respectively. Data were analyzed by analysis of covariance. Results: The results showed that in the post-test and brainstorming ways to increase the level of self-seeking creative ideas and openness has been experienced. In the follow- up work and brainstorming ways to increase the level of self-seeking creative ideas and openness to experience were not significantly different. and Brainstorming use. Conclusion: saving ideas and brainstorming ways to increase the creative concept and openness are effective experience. So it is better that secondary school teachers to increase creativity and its underlying variables, methods like brainstorming ideas and energy use. Manuscript profile

Open Access Article

5 - 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
Ali Rahbar Alireza Assareh Gholamali Ahmadi Bahram Salehsadgpoure

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 More

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. Manuscript profile

Open Access Article

6 - An Analysis of the Effectiveness of Creativity Teaching Techniques on Architectural Design with emphasis on the process of idea- finding and idea-generation
Mahnaz Talebi Mir Saeed Moosavi Kambiz Poshneh

Abstract:Objective: The purpose of this study is to evaluate the effectiveness of creativity training technique for architectural designMethods: This study is an experimental study with pre-test and post-test design with experimental and control groups. Sampling method More

Abstract:Objective: The purpose of this study is to evaluate the effectiveness of creativity training technique for architectural designMethods: This study is an experimental study with pre-test and post-test design with experimental and control groups. Sampling method in this research is visual and based on the selection of thermal unit of architecture students of plan 3 in the first semester2017-2018 of the available samples There are a total of 40 people in the two groups. In the experimental group, the training method is based on creativity techniques and in the control group, conventional training is followed. Creativity measurement tools were available in both pre-test and post-test stages of the Torrance questionnaire and a drawing test with 4 components of creativity, and the research data were analyzed using comparison and standard deviation criteria in SPSS software.Results: The results of the study indicate the improvement of creativity with the training of creativity techniques in the experimental group compared to the control group. The difference is that the technique of brainstorming is in the field of idea generation and can be achieved in a short time, while the scamper technique is in the field of idea generation and is acceptable in the long run.Keywords: Creativity training, Brainstorming, Scamper, Problem solving thinking, Design skills Manuscript profile

Open Access Article

7 - Comparing the effectiveness of two method (TRIZ and brainstorming) on the creativity of the E-learning training students of Khaje Nasir University
A. Amiri D. Norouzi

Objective: The aim of this article is to compare the efficiency of educational programming with respect to the two innovative methods for solving problems and brainstorming and their influences on creativity of university students who were studying in the E-learning cou More

Objective: The aim of this article is to compare the efficiency of educational programming with respect to the two innovative methods for solving problems and brainstorming and their influences on creativity of university students who were studying in the E-learning course in the Khaje Nasir University in the first semester of academic year 1388-89. Method: As an experimental method, tow groups were used (one group as control and another as experiment group. This group consisted of Khaje Nasir University first semester students studying in E-learning course of the year 1388-89. The pre-test and post-test program was controlled by the two subsidiary control groups. The two groups were tested twice, the first test was conducted with a pre-test and the second were conducted with a post-test in order to establish it. Results: Results showed that the overall assessment of students at the Khaje Nasir University was higher than that of Brainstorming method. There was no statistically significant difference between the two groups regarding specialized questions about online search skills between TRIZ groups and brainstorming group. Conclusion: These findings could have some practical suggestions in applying appropriate teaching methods.      Manuscript profile

Open Access Article

8 - Comparing the Effectiveness of Brainstorming and TRIZ Training on Students' Academic Engagement and Academic Buoyancy
Seyyed Mohammad Fatehi Sinesar asgar nakhostin goldost Somayeh Taklavi

10.30495/jinev.2023.1989988.2892

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. Th More

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method. Manuscript profile

Open Access Article

9 - The Effect of Critical Thinking and Brainstorming as Pre-Writing Stage Activities on EFL Pre-Intermediate Learners’ Expository Writing
Elham Namani Bahman Gorjian

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Open Access Article

10 - Exploring the Impacts of Brainstorming-Based Collaboration on the Speaking Ability of Iranian EFL Learners and EFL Teachers' Attitudes Toward Using This Technique: A Mixed-Methods Approach
Ali Hamideh Mostafa Zamanian Mohammad Riasati

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Open Access Article

11 - Developing Rating Scale Descriptors for Assessing the Stages of Writing Process: The Constructs Underlying Students' Writing Performances
Parviz Maftoon Kourosh Akef

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12 - مهندسی ارزش بر مبنای تکنیک TRIZ در صنایع فراساحل نفت و گاز مورد مطالعه: پروژه فازهای 20 و 21 پارس جنوبی
امیرعباس شجاعی علی صدیقی زاده سیدرضا میرغفاری

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Open Access Article

13 - The Effectiveness of Art Education Based on Participatory Teaching, Rhetoric and Brainstorming on Artistic Education of Students
E. Kazempour S. Jamali Gashti M. . Jamali H. R. H. R. Fadaei Chafi

Abstract    The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. Th More

Abstract    The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. The statistical population included all eighth grade students in Ramsar from which 60 individuals were selected by cluster random sampling. Art education based on participatory teaching, rhetoric and brainstorming was performed on students' art education in eight sessions of 90 minutes. The participants answered the artistic training questionnaire with an estimated reliability of 0.08. The data obtained from the study were analyzed using descriptive and inferential statistics (analysis of covariance). There was a significant difference between each of the three teaching methods and the components of art education were found to have a separate and different effect. The participatory teaching method with an average of 2.98 has had the greatest impact on art education, and the method of teaching brainstorming with a mean score of 2.95 and the method of teaching rhetoric with a mean score of 2.89 ranked second and third respectively. The findings showed that the field of art production has been dealt with in the existing curriculum of art education in middle school. Nevertheless, the areas of criticism of art, history of art, and aesthetics are not sufficiently taken care of in the current curriculum for middle school art education. Manuscript profile

Open Access Article

14 - Environmental Scanning of Sections Quad Iran's Sports Based on Strategic Foresight and Analysis of Consequences by Future Wheel Method
reza Farokhshahinia Moslem Shirvani Naghani ali hemati afif

The general object of this study was the environmental scanning of Sections quad Iran's sports based on the STEEPELD model and analysis of key driving forces consequences by future wheel method. The present research is in terms of applied purpose, mixed in terms of natu More

The general object of this study was the environmental scanning of Sections quad Iran's sports based on the STEEPELD model and analysis of key driving forces consequences by future wheel method. The present research is in terms of applied purpose, mixed in terms of nature, and in terms of implementation path, survey and brainstorming. The statistical population were faculty members of sports management with associate degrees and higher who were selected by combined sampling. To adjust the environmental factors and analyze their impact, a 61-item questionnaire with convergent validity (0.622) and composite reliability coefficient (0.868) was used, which was analyzed using Friedman test, structural equation modeling (PLS) and panel of experts. According to the research results, economic transparency and control in educational sport, economic stability and security in sport for all, infrastructure development in championship sport and international restrictions such as sanctions in professional sport, had the highest impact factor whose consequences were investigated with 24 components in the first, 22 components in the second and 19 components in the third place. Therefore, analyzing the impact of the identified key driving forces of the research can provide a more suitable image of the future of Iranian sports on the horizon of 2025 to eliminate, adjust or develop the strategies of sports organizations. Manuscript profile

Open Access Article

15 - Designing and validating the environment of aesthetic-based brain- based curricula
Madineh Alikhani Maryam Baratali Jahanbakhsh Rahmani mahdi dehbash

The purpose of this study was to design and validate the environment of brain-based curricula based on aesthetics. The present study has analyzed qualitative content analysis and deductive categorization system to analyze new and innovative international texts and resea More

The purpose of this study was to design and validate the environment of brain-based curricula based on aesthetics. The present study has analyzed qualitative content analysis and deductive categorization system to analyze new and innovative international texts and researches in relation to brain-oriented curricula based on aesthetics. The field of research includes all printed and electronic sources that have been collected by sequential purposeful sampling method, theoretical sampling and through fish taking tools and have been analyzed in three stages of open, axial and selective coding. . The results lead to the presentation of the model of the environment of the brain-based curriculum based on aesthetics, has five elements out of 9 elements of the Klein curriculum, which are: The target element includes: attention to different ways and different aspects of perception in learning Strengthen the brain in all activities, develop an aesthetic cognitive development order, visualize in learning, develop critical thinking learning. The content element includes: brain flexibility, futurism mapping, creativity techniques, and the creation of deep inner sensory experiences based on a combination of brain and art. The element of teaching-learning strategies includes: practice and core activities, various methods, process-oriented teaching. The environment element includes: happy environment, active learning environment, aesthetic environment, attractive environment, environment for deep learning and pleasant environment. The evaluation element includes: paying attention to individual differences, using continuous and practical techniques, flexible evaluation, creative evaluation compatible with the brain. Manuscript profile

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