اثربخشی آموزش درس علوم مبتنی بر نظریه هوش‌های‌چندگانه بر خلاقیت دانش‌آموزان دختر پنجم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیحسن غریبی 1 , جلیل اصلانی 2 , مهزاد عبدالملکی 3
1 - استادیارگروه روانشناسی دانشگاه پیام نور
2 - استادیار گروه روانشناسی دانشگاه آزاد اسلامی همدان
3 - کارشناسی ارشد روانشناسی تربیتی
کلید واژه: آموزش علوم, تدریس, نظریه هوش‌های چندگانه, خلاقیت,
چکیده مقاله :
هدف از پژوهش حاضر بررسی اثربخشی آموزش درس علوم مبتنی بر نظریه هوش‌چندگانه بر خلاقیت دانش‌آموزان دختر دوره ابتدایی پایه پنجم شهر قروه بود. این پژوهش به روش نیمه‌آزمایشی از نوع پژوهش‌های مداخله‌ای و با استفاده از طرح پیش‌آزمون - پس‌آزمون با گروه کنترل صورت گرفت. جامعة آماری این تحقیق شامل کلیة دانش‌آموزان دختر دورة ابتدایی پایة پنجم شهر قروه بود که تعداد کل آنان 550 نفر بود. نمونة آماری در این پژوهش عبارت بود از 53 نفر از دانش‌آموزان دختر دورة ابتدایی پایه پنجم شهر قروه به‌طوری‌که افراد گروه نمونه به شیوة نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. برای سنجش خلاقیت از آزمون خلاقیت تورنس فرم ب تصویری استفاده شد. تجزیه‌وتحلیل یافته‌ها با استفاده از تحلیل کوواریانس انجام شد. یافته‌ها نشان داد که آموزش درس علوم مبتنی بر نظریه هوش‌چندگانه بر نمره کل متغیر خلاقیت دانش‌آموزان مؤثر بوده است. ابعاد خلاقیت از جمله انعطاف‌پذیری، اصالت، بسط و سیالی هم مورد بررسی قرار گرفتند و مشخص شد نمرات دانش‌آموزان در پس‌آزمون گروه آزمایش افزایش داشته است. بیشترین میزان افزایش نمرات در پس‌آزمون گروه آزمایش در بعد انعطاف‌پذیری و کمترین آن مربوط به بعد بسط بود. نتایج بیانگر این است که استفاده از این راهبردها برای افزایش خلاقیت دانش‌آموزان توسط معلمان دوره ابتدایی کاربردی و مؤثر است.
The aim of this study was to evaluate the effectiveness of science education teaching based on multiple intelligence theory on creativity in 5 grade elementary school girl students' in ghorveh city. The study was done by quasi experimental and interventional study using pretest – posttest with control group. The study population included all girl students in fifth grade elementary school in Qorveh Thatwas total number 550 people. The sample in this study consisted of 53 students in fifth grade elementary school girl so that all subjects were selected by multistage cluster sampling. To measure creativity, the Torrance creativity test " the form image" was used. The analysis was performed using analysis of ANCOVA. The results showed that the science education teaching based on multiple intelligence theory has been effective. Results of this study will be to use these strategies to be applied to enhance the creativity of the students by elementary school teachers.
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