نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد دانشگاه شهید چمران اهواز

2 دانشجوی دکتری رشته روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز

3 دانشیار دانشگاه شهید چمران اهواز

4 استادیار دانشگاه شهید چمران اهواز

چکیده

هدف از انجام این پژوهش بررسی اثربخشی فرایند حل مسأله خلاق (CPS)، به عنوان یک راهبرد آموزشی، بر افزایش تفکر علمی، خلاقیت و نوآوری در دانشجویان دانشگاه شهید چمران بود. آموزش فرایند CPS (با استفاده از دوازده تکنیک خلاقیت در دو دوره تفکر خلاق و انتقادی) به عنوان متغیر مستقل و تفکر علمی، خلاقیت و نوآوری به عنوان متغیرهای وابسته بودند. پژوهش حاضر یک طرح آزمایش میدانی با پیش آزمون-پس آزمون و پیگیری با گروه گواه بود. ابزار این پژوهش شامل پرسشنامه‌های تفکر علمی لیانگ و همکاران، خلاقیت عابدی و نوآوری کولز و واندن بروک بودند. نمونه‌ی پژوهش شامل 60 دانشجوی پسر و دختر دوره‌ی کارشناسی، دانشگاه شهید چمران در سال تحصیلی 88-1387 بود که با روش نمونه‌گیری تصادفی چند مرحله‌یی انتخاب و به دو گروه آزمایش و گواه گمارده شدند. قبل از آموزش فرایند CPS از هر دو گروه آزمایش و گواه پیش آزمون‌های تفکر علمی، خلاقیت و نوآوری گرفته شد. سپس، به گروه آزمایش فرایند CPS آموزش داده شد و به گروه گواه هیچ آموزشی ارایه نشد. پس از اتمام دوره‌ی آموزشی بلافاصله از هر دو گروه پس آزمون گرفته شد. در نهایت، پس از 6 هفته از اتمام دوره‌ی آموزشی دوباره از هر دو گروه آزمون‌های تفکر علمی، خلاقیت و نوآوری، به عنوان پیگیری، گرفته شد. نتیجه‌ی تحلیل کوواریانس چند متغیری (مانکوا) نشان داد که آموزش فرایند CPS باعث افزایش معنی‌دار تفکر علمی، خلاقیت و نوآوری در دانشجویان می‌شود. همچنین، نتیجه‌ی تحلیل کوواریانس چند متغیری با سنجش‌های تکراری نشان داد که اثر آموزش فرایند CPS در طول زمان بر تفکر علمی، خلاقیت و نوآوری دانشجویان اثر پایدار دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The effects of creative problem solving process training on scientific thinking, creativity and innovation in Shahid Chamran University students

نویسندگان [English]

  • M Shehni Yailagh 1
  • A.R. Hajiyakhchali 2
  • A. Haghighi 3
  • N. Behroozi 4

چکیده [English]

The purpose of the present study was to investigate the effects of creative problem solving (CPS) process training on scientific thinking, creativity and innovation in Shahid Chamran University students. The instruction of CPS process (using 12 creativity techniques in two phases of creative and critical thinking) was the independent variable and scientific thinking, creativity and innovation was dependent variables. The present study was a field experimental design with pretest-posttest and followup control group design. The instruments of this study include Scientific Thinking of Liang et.al, Abedi's Creativity Questionnaire  and Cools and Van Den Brook's Cognitive Style scale. The sample consisted of 60 male and female undergraduate students, of Shahid Chamran University (2008-2009), who were selected randomly by multi-stage sampling method. The participants were then assigned randomly to experimental and control groups. Before teaching CPS process, pretests on scientific thinking, creativity and innovation were taken from both experimental and control groups. Afterwards, the experimental group was treated with CPS process, but the control group didn't receive any training. After the intervention, posttests were taken immediately from both experimental and control groups. Finally, after six weeks of intervention, followup tests on scientific thinking, creativity as well as innovation were taken. The results of MANCOVA analysis showed that CPS process training caused significant improvement in students' scientific thinking, creativity as well as innovation. Also, the results of repeated MANCOVA revealed that the effects of CPS process over time remained significant. 

کلیدواژه‌ها [English]

  • creative problem solving (CPS)
  • scientific thinking
  • creativity
  • innovation
  • university students
فارسی
شهنی‌ییلاق، منیجه، سهرابی، فریبا و شکرکن، حسین (1384). تأثیر آموزش بارش مغزی بر خلاقیت دانشجویان دختر دانشگاه شهید جمران اهواز با کنترل هوش. مجله علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، دوره سوم، سال دوازدهم، شماره 1، ص. 94-71.
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