The effect of TRIZ instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the Islamic Azad University, Tabriz branch, under different intellectual biorhythms
The study aimed to determine the effect of TRIZ (theory of Inventive problem solving) instruction on the creative thinking, scientific thinking, critical thinking and self-efficacy of students under different biorhythms. For this purpose, a sample of 120 female students of Humanities at the Islamic...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Rana Saken Azari [verfasserIn] Kianoush Hashemian [verfasserIn] Hassan Pasha Sharifi [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Persisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: آموزش و ارزشیابی - Islamic Azad University, Tabriz Branch, 2020, 7(2014), 27, Seite 7-22 |
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| Übergeordnetes Werk: |
volume:7 ; year:2014 ; number:27 ; pages:7-22 |
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DOAJ024412643 |
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The effect of TRIZ instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the Islamic Azad University, Tabriz branch, under different intellectual biorhythms |
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The effect of TRIZ instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the Islamic Azad University, Tabriz branch, under different intellectual biorhythms |
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Rana Saken Azari |
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Rana Saken Azari Kianoush Hashemian Hassan Pasha Sharifi |
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effect of triz instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the islamic azad university, tabriz branch, under different intellectual biorhythms |
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The effect of TRIZ instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the Islamic Azad University, Tabriz branch, under different intellectual biorhythms |
| abstract |
The study aimed to determine the effect of TRIZ (theory of Inventive problem solving) instruction on the creative thinking, scientific thinking, critical thinking and self-efficacy of students under different biorhythms. For this purpose, a sample of 120 female students of Humanities at the Islamic Azad University of Tabriz were randomly selected from among volunteers. Due to decrease in sample size, 116 students participated in the study in six groups including experimental groups 1 and 2, control groups 1 and 2, and placebo groups 1 and 2. The study was a quasi-experimental research with pre-test post-test control group design. The independent variable of the study was TRIZ instruction, the moderate variable was intellectual biorhythm and the dependent variables were creative thinking, critical thinking, scientific thinking, and self-efficacy. The data was gathered through California critical thinking skills questionnaire (1997), Abedi`s (1373) creativity test, Scherer etal.`s (1982) general self-efficacy scale, and Liang etal.`s (2006) scientific thinking questionnaire. The data were analyzed by conducting univariate and multivariate covariance analyses. The results indicated thatteaching TRIZ under high condition of intellectual biorhythm increases creative thinking, critical thinking, scientific thinking and self-efficacy of the students. In other words, while teaching TRIZ leads to an increase in various aspects of thinking and self-efficacy, different Biorhythms (positive or negative) would moderate the results. |
| abstractGer |
The study aimed to determine the effect of TRIZ (theory of Inventive problem solving) instruction on the creative thinking, scientific thinking, critical thinking and self-efficacy of students under different biorhythms. For this purpose, a sample of 120 female students of Humanities at the Islamic Azad University of Tabriz were randomly selected from among volunteers. Due to decrease in sample size, 116 students participated in the study in six groups including experimental groups 1 and 2, control groups 1 and 2, and placebo groups 1 and 2. The study was a quasi-experimental research with pre-test post-test control group design. The independent variable of the study was TRIZ instruction, the moderate variable was intellectual biorhythm and the dependent variables were creative thinking, critical thinking, scientific thinking, and self-efficacy. The data was gathered through California critical thinking skills questionnaire (1997), Abedi`s (1373) creativity test, Scherer etal.`s (1982) general self-efficacy scale, and Liang etal.`s (2006) scientific thinking questionnaire. The data were analyzed by conducting univariate and multivariate covariance analyses. The results indicated thatteaching TRIZ under high condition of intellectual biorhythm increases creative thinking, critical thinking, scientific thinking and self-efficacy of the students. In other words, while teaching TRIZ leads to an increase in various aspects of thinking and self-efficacy, different Biorhythms (positive or negative) would moderate the results. |
| abstract_unstemmed |
The study aimed to determine the effect of TRIZ (theory of Inventive problem solving) instruction on the creative thinking, scientific thinking, critical thinking and self-efficacy of students under different biorhythms. For this purpose, a sample of 120 female students of Humanities at the Islamic Azad University of Tabriz were randomly selected from among volunteers. Due to decrease in sample size, 116 students participated in the study in six groups including experimental groups 1 and 2, control groups 1 and 2, and placebo groups 1 and 2. The study was a quasi-experimental research with pre-test post-test control group design. The independent variable of the study was TRIZ instruction, the moderate variable was intellectual biorhythm and the dependent variables were creative thinking, critical thinking, scientific thinking, and self-efficacy. The data was gathered through California critical thinking skills questionnaire (1997), Abedi`s (1373) creativity test, Scherer etal.`s (1982) general self-efficacy scale, and Liang etal.`s (2006) scientific thinking questionnaire. The data were analyzed by conducting univariate and multivariate covariance analyses. The results indicated thatteaching TRIZ under high condition of intellectual biorhythm increases creative thinking, critical thinking, scientific thinking and self-efficacy of the students. In other words, while teaching TRIZ leads to an increase in various aspects of thinking and self-efficacy, different Biorhythms (positive or negative) would moderate the results. |
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The effect of TRIZ instruction on creative thinking, critical thinking, scientific thinking, and self efficacy of students of humanities at the Islamic Azad University, Tabriz branch, under different intellectual biorhythms |
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https://doaj.org/article/2e7a344ececa44d4bb6347d8046b75c5 http://jinev.iaut.ac.ir/article_520854_11de6d792bcfd4c9f58b1b7c961133e5.pdf https://doaj.org/toc/2345-6299 https://doaj.org/toc/2476-5627 |
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