The Effectiveness of Simulation-Based Teaching in Physics on Secondary School Students' Creativity in Isfahan in the Academic Year 2018-2019

The purpose of this study was to determine the effectiveness of simulation teaching method in physics course on creativity of second high school students in Isfahan city during the academic year 2018-2019. The research method is quasi-experimental design with pre-test and post-test design. In order to measure creativity based on Torrance's view, Abedi's creativity test was used in the four subscales of Fluency, Elaboration, Intivative, and Flexibility. For this purpose, 50 high school students were selected from Isfahan Secondary High School in Experimental Sciences in Physics by multi-stage cluster random sampling. The learners were trained in two groups of 25 students with different fields of study, experimental group with simulation teaching method and control group with traditional teaching method without any intervention for eight weeks, each session for 90 minutes. For all test and control groups, one teacher was used for learning. Data were analysed by SPSS 25 software at two levels of descriptive and inferential statistics using multivariate analysis of covariance (Mankova). Finally, the results of the analysis showed that the simulation-based teaching method can have a significant difference in the fluid, elaborate, and creative subscales (P<0.05), but there is no significant difference in their creativity flexibility component (P>0.05). Overall, this style of teaching promoted creativity in these learners.