مقایسه آموزش به روش بدیعه پردازی و روش سخنرانی بر افزایش خلاقیت دانش‌آموزان دختر و پسر پایه سوم ابتدایی زرین شهر
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مریم کدخدایی
1
(1عضو هیأت علمی دانشگاه آزاد اسلامی، واحد مبارکه، مبارکه، ایران)
آمنه سلیمانی
2
(2کارشناس ارشد تکنولوژی آموزشی)
کلید واژه: دبستان, بدیعه پردازی, سخنرانی, خلاقیت,
چکیده مقاله :
پژوهش حاضر با هدف مقایسه کارآیی روش بدیعه پردازی نسبت به روش سخنرانی در افزایش خلاقیت در دانش‌آموزان کلاس سوم ابتدایی صورت گرفته است. روش پژوهش از نوع نیمه آزمایشی بوده و جامعه آماری ،کلیه دانش‌آموزان پایه سوم دبستان شهرستان زرین شهر را در بر می‌گرفت که 103 نفر از آنها به صورت تصادفی در دو گروه آزمایشی (25نفر دختر،23 نفر پسر) وگروه کنترل 28) نفر دختر، 27نفر پسر) قرار گرفتند. ابزار اندازه گیری، آزمون خلاقیت تورنس (فرم الف) بود. روش بدیعه پردازی با تدریس علوم اجتماعی، علوم تجربی و انشاء (بنویسیم) به مدت سه ماه در گروه آزمایشی اجرا شد، ولی گروه کنترل هیچ گونه مداخله‌ای دریافت نکردند. نتایج به دست آمده از تحلیل کوواریانس نشان داد که بین میانگین نمرات آزمون خلاقیت در مرحله پیش آزمون و پس آزمون در گروه‌های آزمایشی و کنترل تفاوت معناداری وجود داشت. همچنین بین افزایش نمره خلاقیت دانش‌آموزان پسرو دانش‌آموزان دختر در مؤلفه‌های سیالی، انعطاف، اصالت و نمره کل خلاقیت تفاوت معنادار مشاهده گردید.
This study was carried out with the aim of comparing the effectiveness of synectics and lecturing teaching methods on increasing the creativity of students in the third grade of elementary school. Quasi- experimental method was used in the study .the participants were 103 students who were categorized randomly into experimental (25 schoolgirls and 23 schoolboys) and control group (28 schoolgirls and 27 schoolboys). The measurement instrument was Torrance creativity test (form A).The synaptics teaching method was performed for experimental group by teaching experimental science, social science, and composition. The control group, however, did not receive any intervention .The results of covariance analysis indicated that there were significant differences between the mean scores of the experimental group and control group in the pre- test and post-test. Also, significant relationship was observed between the increased scores in creativity regarding fluidity, flexibility, and originality components and the total score of creativity.
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