جستجوی مقالات مرتبط با کلیدواژه "brainstorming" در نشریات گروه "علوم تربیتی"

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.

The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. The statistical population included all eighth grade students in Ramsar from which 60 individuals were selected by cluster random sampling. Art education based on participatory teaching, rhetoric and brainstorming was performed on students' art education in eight sessions of 90 minutes. The participants answered the artistic training questionnaire with an estimated reliability of 0.08. The data obtained from the study were analyzed using descriptive and inferential statistics (analysis of covariance). There was a significant difference between each of the three teaching methods and the components of art education were found to have a separate and different effect. The participatory teaching method with an average of 2.98 has had the greatest impact on art education, and the method of teaching brainstorming with a mean score of 2.95 and the method of teaching rhetoric with a mean score of 2.89 ranked second and third respectively. The findings showed that the field of art production has been dealt with in the existing curriculum of art education in middle school. Nevertheless, the areas of criticism of art, history of art, and aesthetics are not sufficiently taken care of in the current curriculum for middle school art education.

The Comparison of the effectiveness of teaching methods of brainstorming and problem solving on teacher-student interaction Introduction In the traditional educational system, teaching and learning methods are based on listening, verbal expression and memorizing the educational contents, and the emphasis is on passive methods. No attention is paid to the importance of teacher - students interaction, So students' tastes and creativity are ignored, their motivation and interest in learning are lost and it leads to academic failure. One of the ways to reinforce classroom interactions is the brainstorming method. In this method, the teacher led the student toward the highest level of activity to solve the problems and enable them to work on their own. In 1938, Osborne introduced organized ideation for group. (Furnham & Yazdanpanahi, 1995). Another active teaching method is problem solving. In this method, the teacher motivates the student by proposing a problem and coerces him to collect information and judge based on it. The teacher should have enough information about the subject and know the resources related to the subject, Also, enough facilities, well-equipped library or a laboratory is a required. Cultivating the seeker's cognitive organization by teaching problem-solving goes back to the philosophical ideas of William James and John Dewey (Kramol, 1993). The problem is a conflict between the existing situation and desired situation (Glover, 2002). In fact, when a person is faced with a situation that he cannot quickly respond to the situation, he faces a problem (Saif, 2002). Problem solving consists of five steps: Problem identification and definition, information gathering, logical conclusion, test results and evaluation and decision making (Myers, 2004). The application of this method in education dates back to the late 1960s and early 1970s as part of the cognitive-behavioral movement (Azimi et al, 2013). In addition to the subject matter knowledge, the teacher should have sufficient skills about the methods of educational design and its evaluation. Research results and the advanced learning theories place great emphasis on student participation during their teaching. This study seeks to investigate the role of teaching methods of brainstorming and problem solving on teacher-student interaction in the classroom and examines the following question: Which of the two methods of brainstorming and problem solving has the greatest impact on teacher-student interaction? Researchmethod Ninth-grade male students studying in Qods Town in the academic year 2018-2019 formed the statistical population. Two classes were selected as a statistical sample using a two-stage cluster random method. One of the classes was randomly exposed to the independent variable of brainstorming method and the other class was exposed to the independent variable of problem solving method. Given that the selected sample is male, the sex factor was controlled. This research is a quasi-experimental study in which a pre-test-post-test experimental design with two experimental groups was used. Its presentation is as follows: T_2 X_1 T_1 T_2 X_2 T_1  ResearchFindings Findings show that the average post-test of experimental group 1 (brainstorming teaching method) has increased in the dimensions of leadership, supportive behavior, understanding and responsibility for the pre-test. But the scores of uncertainty, dissatisfaction, punishment, and strictness have decreased somewhat. The results also show that the average post-test of experimental group 2 (problem solving teaching method) has shown some increase in all dimensions except dissatisfaction and punishment. The results of multivariate analysis of variance showed that the significance level of all four relevant multivariate statistics, namely Pillai effect, Wilks Lambda, hotelling effect and the largest root, is less than 0.05. Thus, the statistically zero hypothesis is rejected and there is a significant difference between the scores of experimental groups 1 and 2 in the amount of teacher-student interaction. Also, the observed level of significance for the differences of leadership subscales, helpful behavior, understanding, and responsibility between experimental groups 1 and 2 is less than 0.05. Therefore, there is a significant difference between experimental groups 1 and 2 in the mentioned subscales. The significance level observed for uncertainty, dissatisfaction, punishment and strictness is more than 0.05, so the null hypothesis is confirmed and concluded that there is no significant difference between experimental groups 1 and 2 in these dimensions. Discussion The present study was conducted to compare the effectiveness of teaching methods of brainstorming and problem solving on the interaction between teachers and ninth grade male students in Qods Town, Iran. This study sought to answer the question of which methods of teaching: brainstorming and problem solving are most effective on teacher-student interaction. To show the difference between pre-test and post-test scores of experimental groups 1 and 2, the mean scores due to the difference between pre-test and post-test were compared through multivariate analysis of variance. According to the results, brainstorming method is more effective on leadership subscales, helpful behavior, understanding, responsibility, although this difference is not significant for uncertainty, dissatisfaction, punishment and strictness. Descriptive data also showed that the average post-test of the group who were trained in brainstorming has increased in terms of leadership, supportive behavior, understanding and responsibility for the pre-test. But the scores of uncertainty, dissatisfaction, punishment, and strictness have decreased somewhat. The results also show that the average post-test of students who were trained in problem-solving showed some increase in all dimensions except dissatisfaction and punishment. In fact, the results show that students - teachers interaction can be influenced by the teaching method and help to adopt appropriate methods to improve these relationships. If the adopted method, such as brainstorming, is accompanied by dialogue and discussion, naturally the state of interactions will grow even more. According results, it is suggested that other different teaching methods be compared about the student-teacher interaction variable. Also, in-service courses be held to familiarize teachers with new teaching methods. To generalize the results, it is suggested that a similar research be done in the girls' community as well as in other sections. There were some limitations in the implementation of this study, such as the limited statistical population to boys and caution in generalizing the results to the girl population, as well as the limitation of the research tool to another questionnaire. References Azimi, F., Ghorbanalipoor, M. & Farid, A. (2013). The effectiveness of teaching problem-solving skills in achievement motivation and happiness of girl students in high school in Khoy City in the academic year of 2012-2013. Journal of Research in Teaching, 1(2), 35-42. [in persian]. Behrangi, M.R & Kurdloo, M.(2017). The effect of experimental science teaching on metacognitive learning with educational management model. New Approach Quarterly in Educational Management,8(1). 89 – 116. [in persian]. Furnham, A., & Yazdanpanahi, T. (1995). Personality differencesand group versus individual brainstorming. Journal of educational psychology, 73-80

The purpose of this study was to determine the effect of the method of teaching the brainstorming on the creativity and academic achievement of the 7th grade male students in the first and second grade schools in the area of ​​Karaj in the 1395-1394 academic year.
The research method was semi-experimental in a pre-test-posttest design with control group. The statistical population includes all male students of the first grade of the first grade of the first grade of Karaj 3rd district. The sample of this study was 64 male students of the 7th grade of primary school who were selected by purposeful sampling method. In control and experimental groups, 32 and 32 subjects were selected and the pretest and post-test groups were used after two months. To measure creativity, the Abedi Creativity Test (1372) was used before and after Brainstorming, and to measure academic achievement, the motivation for Hermann's academic achievement (1970) was used. Brain education for the experimental group received 5 sessions of 45 minutes, and after the training period, two post-test groups were taken. During this period, no training was performed for the control group. Covariance test was used to analyze the data.
The results of this study showed that the method of teaching brain drain in increasing the creativity and academic achievement of the experimental group was effective and there was a significant difference between the experimental and control groups in the components of creativity (fluidity, initiative, elasticity and flexibility ) Is seen.
It is suggested that the Brain Critical Method be used to increase the creativity and academic achievement of students in the course of work and technology.

This study is aimed at comparing the effectiveness of creative techniques such as brainstorming and TRIZ on the creativity of students. This is an experimental study with pre-test، post-test and control group. The study population consisted of the entire female students in the first grade of high school in Hamadan out of which 51 were selected as the sample using cluster sampling and randomly assigned to two experimental groups and one control group. Abedi’s creativity questionnaire was used to collect the data. The students were administered to courses of brainstorming and TRIZ for six sessions. The data collected was analyzed using ANOVA and Scheffe''s test. The results indicated that both brainstorming and TRIZ have significant effects on the creativity of students (p0/05). However، the effectiveness of TRIZ was higher. Thus the authors suggest this technique to be taught in schools. Creativity-oriented teaching in schools should be considered and furthermore the effectiveness of other TRIZ techniques like USIT and ARIZ on the creativity of students should be investigated.

What is creativity? Who is considered a creative person? Can creativity be learned? What is the role of creativity in engineering profession? These are some questions that often come to mind. Different definitions have been proposed for creativity, but most of them consider creativity as development of something new and valuable. This in fact is the main goal of engineering design, which is the fruit of engineering practice. Extensive researches show that creativity does have not strong ties with one’s age, knowledge, and intelligence but on the proper environment and willingness of an individual to become creative. In Iran, engineering education emphasizes critical thinking and pays less attention to creative thinking. In this paper, after reviewing different schools of thought on personal and group creativity, a couple of guidelines for development of creative thinking in engineering students are presented.

The present study examined the effect of brainstorming techniques on student's creativity in learning illustration. The quasi-experimental method was used in pre- and post- testing by control group. The samples were 25 female students of graphic who were in the 3rd year of high school, in the educational district of Shahindej city, in the west Azarbayjan province. They were selected by purposive available sampling, in both experimental and control groups (10-15 subjects) and were respectively replaced. Before and after the implementation of brainstorming techniques, the Torrance Tests of Creative Thinking (Form B) were used in order to measure creativity. Brainstorming techniques have been run for a month in teaching illustration to the experimental group. During this period, the control group was taught illustration through the conventional traditional practice, and there was no intervention to promote the level of creativity in illustrations of the control group. Finally, the data were analyzed by covariance analysis. Statistical findings of the research confirmed the research hypotheses regarding the impact of using brainstorming techniques for increasing student's creativity in training visualization. The data show that brainstorming techniques increase creativity of the experimental group and there is a significant difference between the experimental group and the control group in relation to the features of creativity (Originality, Elaboration, Flexibility, and Fluency). Therefore, it is recommended to use brainstorming techniques in order to achieve creative ideas in illustration.

The aim of this article is to compare the efficiency of educational programming with respect to the two innovative methods for solving problems and brainstorming and their influences on creativity of university students who were studying in the E-learning course in the Khaje Nasir University in the first semester of academic year 1388-89. As an experimental method, tow groups were used (one group as control and another as experiment group. This group consisted of Khaje Nasir University first semester students studying in E-learning course of the year 1388-89. The pre-test and post-test program was controlled by the two subsidiary control groups. The two groups were tested twice, the first test was conducted with a pre-test and the second were conducted with a post-test in order to establish it. Results showed that the overall assessment of students at the Khaje Nasir University was higher than that of Brainstorming method. There was no statistically significant difference between the two groups regarding specialized questions about online search skills between TRIZ groups and brainstorming group. These findings could have some practical suggestions in applying appropriate teaching methods.