Improvement of Creativity in production of Prose Poetry with Using New Educational Approaches

The present study is designed to compare the impact of two creative teaching models, namely Flip Classroom and Lesson Study on increasing the creativity of students of Farhangian University. This Research, by selecting one of the genres of literature, namely Prose poetry that is in the title of the creative writing course of educational sciences of this university, compares the effect of these two creative methods on the creativity of learners in this genre. The statistical population of this study is Farhangian University's students and teachers and the statistical sample includes two groups of 35 people who were identified as students of educational sciences of this university.The present study first provides a model that measures different dimensions of creativity in different components of the literary genre and measures each of the two groups by causal and comparative methods before and after the presentation of the independent variable; then the final results of both groups is compared. The result of this study shows that the methods of lesson study had a greater impact on the creativity of students in comparison with flip classroom, and the average scores obtained in the lesson study group were significantly higher than the group of flip classroom. The comparison of the level of creativity in this research has been done according to all the components of the prose poetry and all four elements of creativity from Torrance's point of view (fluidity, originality, flexibility and expansion). And the results shows that the lesson study group, in the language component and the flip classroom in the literary array, achieved the highest score and the effect of both methods on literary acquaintance, literary deconstruction and poetic thought has been very low. Also, in both methods, the fluidity element was achieved with the highest average score and the element of originality and initiative was achieved with the lowest average score.Keywords: Lesson Study, flip classroom, Literary Creativity, Prose Poetry, Creative WritingAmabile, Tresa, M. (1989). Personality Process and Indivisual Difference. Journal of Personality and Social Psychology, 2)45)Chilingaryana Kamo & Zvereva Ekaterina. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching, 7th International Conference on Intercultural Education “Education, Health and ICT for a Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain.Gardner, H. (1993). Creating Minds: An Anatomy of Creativity Seen Through the Lives of Frued, Einstain, Picasso, Stravinsky, Eliot, Graham and Ghandi. New York: Harper Collins.Guilford, J. (1962). Creativity It's measurement and Development, In Parnes S. J., Harding, H. F; A Source Book In Creative Thinking, Scribner Sons, New York.Hantla, B.F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: a qausi-experimental, mixed-methods study, Doctoral Dissertation, Faculty of Southeastern Baptist Theological Seminary Wake Forest, North Carolina.Hiebert, J. & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 2(63), 92-102.O'Flaherty, J., & Phillips, C. (2015) The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.See, S., & Conry, J. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning, 6(4), 585-588.Smith, R. R. (2008). Lesson Study: Professional development for empowering teachers and improving classroom practice. Dissertation Submitted to the Department of Educational Leathership and Policy Studies in partial fulfillment of the Florida State University.Torrance, E.P.(1988). The Nature of Creativity as Manifest in its Testing. In R.J, Sternberg (Ed) The nature of Creativity (pp. 43-47) UK: Cambridge University Press.Torrance, E. P. & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior. 23(2), 136-145. Abstract:The present study is designed to compare the impact of two creative teaching models, namely Flip Classroom and Lesson Study on increasing the creativity of students of Farhangian University. This Research, by selecting one of the genres of literature, namely Prose poetry that is in the title of the creative writing course of educational sciences of this university, compares the effect of these two creative methods on the creativity of learners in this genre. The statistical population of this study is Farhangian University's students and teachers and the statistical sample includes two groups of 35 people who were identified as students of educational sciences of this university.The present study first provides a model that measures different dimensions of creativity in different components of the literary genre and measures each of the two groups by causal and comparative methods before and after the presentation of the independent variable; then the final results of both groups is compared. The result of this study shows that the methods of lesson study had a greater impact on the creativity of students in comparison with flip classroom, and the average scores obtained in the lesson study group were significantly higher than the group of flip classroom. The comparison of the level of creativity in this research has been done according to all the components of the prose poetry and all four elements of creativity from Torrance's point of view (fluidity, originality, flexibility and expansion). And the results shows that the lesson study group, in the language component and the flip classroom in the literary array, achieved the highest score and the effect of both methods on literary acquaintance, literary deconstruction and poetic thought has been very low. Also, in both methods, the fluidity element was achieved with the highest average score and the element of originality and initiative was achieved with the lowest average score.