چکیده:
این مقاله تأثیر استفاده از آزمایشگاه علوم بر خلاقیت دانشآموزان شهر تهران را موردبررسی قرار میدهد. روش تحقیق این مطالعه نیمه آزمایشی از نوع پیشآزمون، پسآزمون با گروه گواه میباشد؛ که تعداد 62 نفر از دانشآموزان با روش نمونهگیری تصادفی خوشهای یک مرحلهای انتخاب و بهصورت تصادفی به دو گروه آزمایش و گواه تقسیم شدند. ابزار اندازهگیری آزمون خلاقیت تورنس قبل و بعد از استفاده از آزمایشگاه در هر دو گروه استفاده گردیده است. نتایج با استفاده از آمار توصیفی (میانگین، انحراف استاندارد و واریانس) و آمار استنباطی (تحلیل کوواریانس) تجزیهوتحلیل شده است. یافتههای حاصل از این مقاله نشان میدهد که تدریس درس علوم با استفاده از آزمایشگاه در افزایش خلاقیت دانشآموزان گروه آزمایش تأثیر داشته است. معلم بهعنوان ایجادکننده شرایط و تسهیلکننده یادگیری دانشآموزان میتواند از طریق کار عملی و نقش فعال دانشآموزان زمینه مناسب را برای خلاقیت و ابتکار و نوآوری دانشآموزان فراهم نماید.
This article examines the effect of using the science laboratory on the creativity of students in Tehran. The research method of this semi-experimental study is a pre-test, and post-test with a control group; 62 students were selected by one-stage cluster random sampling method and randomly divided into experimental and control groups. Torrance's creativity test measuring tool has been used before and after using the laboratory in both groups. The results were analyzed using descriptive statistics (mean, standard deviation and variance) and inferential statistics (analysis of covariance). The findings of this article show that teaching science lessons using the laboratory affected increasing the creativity of the students of the experimental group. The teacher, as the creator of the conditions and the facilitator of the student's learning, can provide the appropriate background for the student's creativity and innovation through practical work and the active role of the students. article examines the effect of using the science laboratory on the creativity of students in Tehran. The research method of this semi-experimental study is pre-test, post-test with a control group; 62 students were selected by one-stage cluster random sampling method and randomly divided into experimental and control groups. Torrance's creativity test measuring tool has been used before and after using the laboratory in both groups. The results were analyzed using descriptive statistics (mean, standard deviation and variance) and inferential statistics (analysis of covariance). The findings of this article show that teaching science lessons using the laboratory had an effect on increasing the creativity of the students of the experimental group. The teacher, as the creator of the conditions and the facilitator of the students' learning, can provide the appropriate background for the students' creativity and innovation through practical work and the active role of the students.