جستجوی مقالات مرتبط با کلیدواژه "آموزش خلاقیت" در نشریات گروه "علوم تربیتی"

In the new century, despite the challenges, attention to teaching creativity is inevitable. A research has been conducted with the aim of designing a model for teaching creativity to middle managers of Islamic University in the Central Organization.

This study is an exploratory mix (qualitative and quantitative) in terms of applied objectives and in terms of data, and a cross-sectional survey in terms of quality in terms of qualitative, emerging data and quantitative survey. The research population in the qualitative section, experts and specialists, in the quantitative section, the middle managers of the Central Organization of the Islamic Azad University is 270 people and the sampling method is a theoretical type with a saturation principle of 33 people and in the quantitative section is a stratified random method. 159 people (74women and 85 men) were selected as the sample to select the sample group using Krejcie and Morgan table Which were active in 2021. In this study, two types of semi-structured interview tools and a researcher-made questionnaire were used to collect the necessary data and information. The validity and reliability of the instrument in the qualitative part were calculated by three-way consensus and in the quantitative part the validity of the questionnaire was calculated by Cronbach's alpha reliability test and composite reliability. Validity was calculated by three convergent validity tests and three divergent validity tests. Qualitative data analysis was performed with the help of open, axial and selective coding through interviews, foundation data research method and Delphi technique. In the Quant section with regard to research questions from methods descriptive and inference ((modeling structural equations, analysis confirmative factor and Stable test Spss- v26 and Smart PLS3.

The research findings confirm that 7 dimensions (individual, educational requirements, organizational, socio-cultural, environmental, ethical and economic), 24 components and139 indicators were finalized. All identified dimensions and components on the training of middle managers in the central organization of the Islamic Azad University have been approved.

The obtained model can give an insight, vision and strategic thinking to the officials and as a compass map the future for them correctly.

The aim of this study was to identify the dimensions, components and indicators of creativity training of middle managers of Islamic Azad University in the central organization.

In terms of applied purpose, this research is descriptive in terms of data collection method, which was done with a cross-sectional survey approach.Statistical community includes experts; Experts and knowledgeable people in the field of creativity training. 31 people were selected as the sample by purposive non-random sampling method. Data collection method was document and field research and data collection tools included semi-organized interview and Delphi data collection. The validity of Goba and Linken method is also determined by the agreement between the coders.Foundation and Delphi data research method data was used to analyze qualitative data. Finally, 7 dimensions, 24 components and 142 final indicators were identified.

The findings showed that the dimensions of creativity education (individual, educational requirements, organizational, socio-cultural, environmental, ethical and economic) and its components (personality traits, motivational characteristics, cognitive characteristics, management and leadership, human resource system Organizational structure, organizational culture, group (teamwork), information and communication technology (ICT), legal, goals and policy training, The content was skills training and teaching methods, evaluation, physical space, educational-interactive environment, educational technology, educational system, family, media and virtual agent, value, responsibility, national credibility, international credibility). A model was designed according to the dimensions and components. Such a model should be developed in each organization according to its requirements.

Introduction: 

Creativity is one of the most important cognitive components, which is important to pay attention to in the educational process, especially in the elementary period.

Therefore, the present research was conducted with the aim of studying the effect of various educational games on the development of students' creativity.

It was a review type and databases of Nurmagz, comprehensive portal of humanities, scientific information center of academic jihad, Civilica, Alamnet, Mogiran, etc. were checked using research keywords and 19 related articles were published from 1390 to 1400 were selected and examined.

84% of the articles have proven the positive effect of play on the creativity of primary school children, 5% of the articles showed a negative effect and 11% did not show a significant effect between play and creativity. Also, 29 percent of the studies showed the effect of computer games on general creativity/abstract thinking/cognitive load/flexibility and fluidity/academic progress. Computer action games / computer game creation / medium game hours / imagination / pretend play / storytelling / poetry has a 9% effect on creativity and creative games of the center of intellectual cultivation / plant cultivation and games / comprehension, linear and combined games / based on the Taba curriculum / Role-playing games/ creativity-based play therapy/ geometric educational games had a 5% effect on creativity. Most of the articles pay attention to computer games and the impact of games such as: climbing games, running, singing, outdoor and nature games, business games, games with effective strategies, conditioned games, serious games Role-playing has been neglected.As a result, the use of educational games can increase the creativity of students, and it is important to pay attention to the neglected aspects in researches.

The main purpose of research is to prioritize and evaluate the dimensions and components of creativity training of middle managers of Islamic Azad University in the form of a conceptual model. This research has been done with a quantitative approach, which is cross-sectional in terms of practical objectives and quantitative in terms of data and in terms of the type of survey study. A total of 159 people (74 females and 85 males) were selected by stratified random sampling method who were active in 1400. The data collection tool is a researcher-made questionnaire. Data were processed using SPSS-v26 and Smart PLS 3 software. To analyze the data, statistical methods appropriate to the level of measurement of variables and the main concepts of the research were used. The results showed that the highest priority is given to the educational requirements (0.936) and the lowest priority is given to the individual dimension (0.467) in teaching the creativity of middle managers of Islamic Azad University. Therefore, the results of this study are worth considering for those involved in education.

The purpose of this study is to evaluate the effectiveness of creativity training technique for architectural design.

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.

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.

To handle challenges in their lives, human beings need to be creative. Due to the important role of creativity in human life, many scholars (e.g., de Bono, 1986; Guliford, 1967, Torrance, 1990) started to conduct studies to investigate different aspects of creativity. Hence, new perspectives are constantly added to creativity and the way one can enhance it. The present study was an attempt to investigate the effect of teaching creativity on high school students’ cognitive related aspects of creativity including observation ability, thinking ability, data analysis, coherent thinking, identification of in-text relationships, and using schemata. This study was an investigation to answer the following research questions:Research Questions
1. Does teaching creativity to high school students have any significant effect on the cognitive-related aspects of their creativity when doing the project based tasks individually?
2. Is there any statistically significant deference between females and males when doing the project-based tasks individually?
3. Does teaching creativity to high school students have any significant effect on the cognitive-related aspects of their creativity when doing the project based tasks individually?
4. Is there any statistically significant deference between females and males when doing the project-based tasks collaboratively?
Participants in this study were 73 students high school students (33 females and 40 males) with 14 to 16 years of age, who were selected through purposive sampling according to whether they had previously attended any extracurricular activities held at school. These students had enrolled in the seasonal school of creativity held by Fars Elite Foundation, whose purpose is to increase the students’ creativity. In these workshops, the students generally learn how to observe the environment around themselves, how to detect problems, how to brainstorm for the problems, and how to evaluate their ideas to select one as a solution to the observed problem. The study used the one-group, pre-test post-test design in which the researchers assessed the creativity of the students before and after the instructions through task-based assessment. The pretest was a project-based task examining the students’ level of creativity with regard to the cognitive aspects of creativity, including the ability to observe, analyze data, think coherently, identify in-text relationships, and use schemata. Following that, the workshops started and the students took part in different workshops. At the end of the program, a post-test was administered in which the students were asked to provide their responses to another project-based task examining the aforementioned factors. A scale was designed to assess the tasks based on the stated criteria. Two raters assessed the responses provided by the students through the given rating scale. To reduce misunderstandings, the two raters practiced using the scale before they applied it to evaluate the tasks. Using Cramer Correlation Coefficient, interrater reliability was assessed between the two raters. With r = .82, the results suggested a high degree of agreement based on Cohen (1998).
The results revealed that the creativity instruction had a statistically significant effect on the cognitive aspects of both male and female students, no matter whether they accomplished the tasks individually or collaboratively. That said, the results indicated that all of the six factors including observation ability, thinking ability, data analysis, coherent thinking, identification of in-text relationship, and using schemata increased more significantly for female students in the post-test, especially when they performed on the tasks individually. However, coherent thinking of the boys did not show any statistically significant differences in the post-test when they did the tasks individually. Moreover, no statistically significant difference was seen in the collaborative performance between female and male students while doing the tasks.
There are different reasons for the obtained information. First of all, based on Schmidt’s (2010) awareness hypothesis, one can argue that when students participated in the workshops with thinking and creativity essence, they became aware of creativity and thinking strategies, which they applied in the post-test task. On top of this, the “hands on policy” used to instruct the students might have helped them to enhance their criticality in thinking and creativity. Finally, the syllabus design of the seasonal schools of creativity and ideation might have contributed to the students’ enhanced creativity when performing on the second tasks. This could be insightful for the instruction of creativity. The findings bear some implications for teaching and promoting creativity in high school students.

The aim of this study was to investigate the effect of Creativity training on creativity and self-esteem of female students in primary school in Islamshahr.
For this purpose, 120 patients (60 cases and 60 controls) of elementary students were selected by cluster sampling. In this study, Rosenberg Self-Esteem Scale (1965) and Visual Creative Torrance (1969) is used. The collected data have been analyzed using ANCOVA.
The results showed that Creativity training has a positive effect on student's creativity and self-esteem. Training student's creativity to lead to a significant improvement of fluency, originality and elaboration in this group. But in terms of flexibility, there has been a significant growth.

Given the role creativity plays in the contemporary world, the creativity training was investigated in elementary schools. To this end, two studies were conducted. The first study examined the effect of teaching creativity on elementary student's creativity. Initially a pre-test devised by the researcher was administered to both experimental group (67 subjects) and control group (58 subjects). Then the experimental group participated in a 12-week creativity training course. The results of the tests taken by the experimental and control groups were analyzed, using recurrent measurements. The findings showed a significant difference between the two groups with the experimental group outperforming the control group. Drawing on these findings showing the positive effect of creativity training on student's creativity, the second longitudinal and qualitative study was conducted on 40 pre-school and elementary male and female students in 4 consecutive summers. This study aimed to develop a native model which instructors can use for the purpose of teaching creativity to students. Showing the positive effect of creativity training on student's creativity, this study also provides a model which illustrates how creativity training methods can be applied. Moreover, it provides the teachers and trainers with guidelines regarding the content of a creativity course.

Today the analysis and review of ‘creativity in education’ are considered by researchers and education planners. Educational systems can develop or destruct creativity in students through aims, programs contents, and other educational factors. Here is where the teachers have key roles.This article discuses creativity as an instructional approach and surveys creative learning theories and models including Runco, Chand (1995) and Derringer (1983). It then notices teachers creativity training in general and in Iran (Hossieni 1381). This is examined through two studies.The main part of the program is a model of creativity development with essential dimensions: Social-environmental, emotional-cognitive, reflective, instructional, and physical.Part of this survey studies effects of model on teachers’ skills.Analysis of information through T-test shows positive effect of program and confirms the hypotheses of this semi-experiment survey. The feedbacks by teachers about the change in their operation in class implies that the model is useful.