مقایسۀ اثربخشی روش تدریس همیاری و روش تدریس کاوشگری بر خلاقیت دانش‌آموزان دختر پایۀ پنجم ابتدایی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 68، خرداد 1400، صفحه 190-202   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.550691.0

نویسندگان

جواد جهاندیده¹؛ اسماعیل سعدی پور^{* 2}

¹دانشجوی دکترای برنامه‌ریزی درسی، دانشگاه شهید بهشتی تهران، تهران، ایران.

²استاد گروه روان‌شناسی تربیتی، دانشگاه علامه طباطبایی تهران، تهران، ایران.

چکیده

هدف این پژوهش، بررسی مقایسۀ اثربخشی روش تدریس همیاری با روش تدریس کاوشگری بر خلاقیت دانش‌آموزان است. جامعۀ آماری پژوهش، شامل همۀ دانش‌آموزان دختر پایۀ پنجم ابتدایی شهرستان کبودرآهنگ بود. بدین منظور از جامعۀ یادشده 40 نفر از دانش‌آموزان، در دو کلاس درس، به‌عنوان گروهای آزمایشی یک و دو انتخاب شدند. روش تحقیق از نوع نیمه‌آزمایشی و طرح پیش‌آزمون- پس‌آزمون با گروه‌های آزمایشی یک و دو بود. ابزار مورد استفادۀ محقق در این پژوهش آزمون تفکر خلاق تورنس (فرم A) بود. نتایج حاصل به روش آمار توصیفی و استنباطی مورد تحلیل قرار گرفت و مقایسۀ نتایج پیش‌آزمون و پس‌آزمون در هر دو گروه نشان داد که روش تدریس همیاری و روش کاوشگری بر هر دو گروه بهبود معناداری ایجاد کرده است و مقایسه دو روش با یکدیگر نشان داد که روش همیاری در مقایسه با روش کاوشگری بر خلاقیت دانش‌آموزان در درس علوم تأثیر معناداری داشته است.

کلیدواژه‌ها

تدریس؛ خلاقیت؛ روش همیاری؛ روش کاوشگری؛ علوم تجربی

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