Social Sciences
Bibinaeimeh Sheikh; Kambiz Esmaeilnia shirvani; Maryam Safari; Masoumeh Bagherpur
Abstract
Objective: Education along with finding ideas and creativity fostering in schools, especially in conservatories is of particular importance. Therefore, the current research was conducted with the aim of presenting a model of education along with production based on idea finding and creativity fostering ...
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Objective: Education along with finding ideas and creativity fostering in schools, especially in conservatories is of particular importance. Therefore, the current research was conducted with the aim of presenting a model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province.
Method: This study was conducted with a qualitative approach. The statistical population of the present study were experts familiar with the field of research, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample with using the purposeful sampling method. The tool of this study was a semi-structured interview, which the validity was calculated by the content method 0.76 and the reliability was calculated by the agreement coefficient between two coders method 0.89. The data of the present study were analyzed by coding method in MAXQDA software.
Results: The findings showed that the model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province had 56 components and 11 dimensions. The dimensions of the mentioned model were included content and organization (with 5 components), curriculum goals (with 14 components), teaching and learning strategies (with 7 components), connection with the labor market (with 3 components), participation in curriculum production (with 2 components), training and consulting (with 4 components), principles of compilation (with 3 components), evaluation (with 7 components), location activation and production facilitation (with 5 components), continuous interaction with scientific centers (with 3 components) and curriculum features (with 3 components).
Conclusion: Specialists and planners of the educational system, especially the education system of conservatories according to the identified dimensions and components can provide the basis for improving education along with production based on idea finding and creativity fostering in the conservatories.
Mehrnoush Khodadad Hoseini; Sanaz Ashkan
Abstract
Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control ...
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Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control group. The research population was all third to fifth grades of elementary students of district one of Tehran city in 2016-17 academic years. The research sample was 120 students who were selected by cluster random sampling method and with method of simple random replaced into two equal groups (60 people in experimental group and 60 people in control group). The experimental group trained in metacognitive knowledge enhancement program instruction for 8 sessions of 2 hours and the control group did not received any training. The research instruments were the questionnaires of academic performance (Torrance, 1974) and fostering creativity (Pham and Taylor, 1999). Data were analyzed by multivariate analysis of covariance method in SPSS-22 software. Findings: The findings showed that there was a significant difference between the experimental and control groups in both variables of academic performance and fostering creativity. In the other words, teachers' metacognitive knowledge enhancement program instruction led to increased academic performance (all its components including self-efficacy, planning, emotional effect, lack of outcome control and motivation) and fostering creativity (all its components including flexibility, fluency, elaboration and originality) of elementary students (p < 0.05). Conclusion: Based on the results, teachers can use the teachers' metacognitive knowledge enhancement program instruction along with other educational methods to improve academic performance and fostering creativity of elementary students.
