INNOVATION & CREATIVITY IN HUMAN SCIENCE
Year:2018 | Volume:7 | Issue:3 |Papers Count:9

Goal: The present study aims to design Educational model of questioning for Social Studies and to validate its efficiency in conceptual understanding and critical thinking of students grade six of primary school in educational year 95-96.Method: This research is a combinational one and consists of two parts: the first part is allocated to designing an appropriate model of questioning for Social Studies and the second part is related to validating the efficiency of this model in conceptual understanding and critical thinking. In qualitative section synthesis research is used to design models and in quantitative section which aims to test the efficiency of the designed model on scientific concept understanding and critical thinking of student in grade six of primary school, using and experiment we randomly chose 50 male students and divided them experimental group and control group. In order to compare critical thinking and scientific concept understanding of these two groups, Kernels test of critical thinking was used both in pre – test and post - test. The collected data were analyzed using co – variance analytical test.Results: The results in qualitative section led to designing a model with seven dimensions (fundamentals, principals, techniques, procedures, stages, questions, objective, and evaluation). The results in quantitative section indicated that the designed model improved critical thinking and understanding concepts in experiment group.

Introduction: There are hundreds of ways to develop creativity among children, youths and adults. Developing new ideas and ways of teaching creativity should also incorporate youth’s interests and hobbies.Perpouse: The article presents the main information about the effect of alpha/theta neurofeedback on creativity.Method: 75 primary school students (7-12 old) participated in the study voluntarily. Alpha/theta neurofeedback training was administrated in fifteen 90 minutes sessions. The variables were evaluated through Torrance Test of Creative Thinking and Averill's Emotional Creativity Test.Results: MANCOVA analysis disclosed that this training can increase students' scores in cognitive and emotional creativity scales (p<0.05).Conclusion: Alpha/theta neurofeedback increases cognitive and emotional creativity.

Background: Students nowadays need to increasingly develop research and problem solving skills, search habits, and critical thinking skills to enter the age of knowledge and face the twenty-first century's amazing transformations. Fit and solve complex problems in themselves, teaching thinking and learning skills through teaching methods - learning process-based or inquiry- based or problem-solving seems to be necessary.Purpose: The purpose of this study was to provide a desirable social science curriculum based on a inquiry-based approach.Method: Quantitative and qualitative research was carried out. The statistical population of this research is in the qualitative phase of thinking and thought of scholars about research based on books, documents, articles, journals, texts and internet sites, and in the small phase of all the educators in the field of curriculum planning and The study area was research based on which 15 students were selected as a sample.The information gathering tool in the qualitative phase of the Glaser and Strauss content analysis technique and content analysis worksheets and in the quantitative phase was a researcher-made questionnaire consisting of objectives and content categories in the cognitive, value-oriented, and skillful fields. After fitting the goals and content of social studies, based on the inquiry-based components, an analytical-deductive technique proposed teaching and evaluation methods.Findings: The results show that according to extractive components, the vast majority of experts acknowledged that the goals and content of social studies curriculum based on a inquiry- based approach should include features such as problem solving, critical thinking, curiosity, activity-centeredness, Self-leadership and creativity. Also, based on theoretical foundations and experiences of leading countries teaching methods (axial problem, exploration, exploration, group discussion, role play, brainstorming, and collaborative approach) and evaluation methods: (Continuous evaluation, self-evaluation, free discussion, open goal, work folder, group and individual evaluation), Periodic feedback, reporting and peer-review) were suggested.

Background: Classroom management is one of the most important educational challenges in schools. If classroom management does not work well, even if teachers have good teaching skills, communication in the course of teaching is also impaired.Purpose: The purpose of this study was to investigate the relationship between classroom-based classroom management and quality of life in school and student anxiety.Method: The research method of this study was a descriptive-correlational design. The statistical population of the study includes all students in the first grade of high school in Varamin city in the academic year of 1995-96, which are 7100 people. The sample size was 364 people using the Morgan table. For collecting data, three Wolfgang and Glickman classes’ management questionnaires (1986), Anxiety Inventory (BAI) from Airon Berg et al. (1990) and Quality of Life Questionnaire at Anderson and Brock School (2000) were used. Validity of the questionnaires was content and their reliability was calculated and validated by Cronbach's alpha. Data were analyzed by SPSS software.Results: The correlation coefficient between the classroom of interactive classroom management and students' anxiety was -0.410, which is significant at 99% level (P <0.01). In addition, the correlation coefficient between the interactive classroom management style and the quality of life in the students' school is 0.529, which is significant at 99% level (P <0.01).Conclusion: The results of this study showed that there is a negative and significant relationship between the classroom management styles only between the interactive classroom management style that is closely related to creativity and students' anxiety level. Also, there is a positive and significant relationship between classroom management styles only between interactive classroom management style and quality of life in students' schools.

Background: creativity and innovation is a general and thorough concept whose increase as an integral element in the promotion of state of living, welfare and peace comfort of humans has been taken into account by economic experts and statesmen. Creativity is the core of survival in each organization .Over the past ages many organizations have disappeared due to the lack of creativity, even if they had periodic success in an operation or in a phase eventually they were subject to closure or change of system.Purpose: This paper is designed to investigate the effect of Talent Management on Creativity with respect to the mediating role of Organizational Trust.Method: This is an applied research that adopts a descriptive-correlational method to explore its subject. The study Secretary of Education of all employees of municipality in thirteen districts of Torbat (n=700) out of whom 200 subjects were selected by simple random sampling method. The research data was collected using a questionnaire. The validity of research instrument was assessed using content validity and confirmatory factor analysis, and the reliability was evaluated using Cronbach's alpha coefficient. The Cronbach's alpha for Creativity, Talent Management, and Organizational Trust was 0.85, 0.76 and 0.86 respectively.Findings: Data analysis was performed by structural equation modeling using partial least squares method and Smart Pls software. The results indicated the significant and positive effect of Talent Management on Creativity 0.48 and corporate culture 0.50 as well as the effect of Organizational Trust on Creativity 0.45. Finally, Organizational Trust was found to play a mediating role in the effect of Talent Management on Creativity 0.38.Conclusion: Applying talent management will lead to increased creativity in the organization, and if the ground of creativity is provided, the process of organizational performance improves, and the more organizational trust it has, the more creativity in the organization will increase.

Background: researchers and scholars are anxious to learn as much as possible about the distinctively human capacity to generate new ideas, new approaches, and new solutions. many laypersons still view creativity as purely a product of individual talents and traits. For a long while, most creativity researchers seemed to hold the same view. Even though J. P. Guildford's landmark address to the American Psychological Association in 1950 (Guildford, 1950) exhorted researchers to seriously dig into creativity as a cognitive and social process as well as a personality trait, the field stayed rather narrow for many years.Purpose: this study aimed to investigate the mediating role of self-construal in relationship between self-esteem and creativity.Method: the present study was descriptive (A correlational type). The statistical population of this study included all the high school students in Karaj who were studying in the second semester of 1395-96. To calculate the sample size, a Cochran formula was used that three hundred high school students were selected by multistage random cluster sampling method. the participants completed the self-esteem scale (Rosenberg,1992), self-construal scale revisited (Singelis, T. M,1994), and the Tests of Creative Thinking (Torrance,1965).Results: the results of regression analysis indicated that: a) self-esteem was the positive and significant predictor of creativity, b) the independent/ interdependent self-construal was positive and significant predictor of creativity, and c) the self-construal levels mediated the relationship between self-esteem and creativity.Conclusion: According to the findings of this research, it can be concluded that creativity will be influenced by social structures and cultural attributes rather than influenced by individual characteristics. Also training people who have high self-acceptance, less concern for others' opinions should be a priority for families and the education system, because the cultivation of these features, provide a groundwork for the formation of high self-esteem and the emergence of divergent thinking that ensures creative behaviors.

Purpose: The purpose of this study was to predict teachers' innovative behavior based on irrational beliefs and system thinking.Method: The present study is descriptive-correlational. The statistical population include 1340 teachers of all elementary schools in Birjand city in the academic year of 2016-2017. The sample consisted of 297 teachers selected by random cluster sampling. The instruments were three questionnaires, Palma’s systems Thinking, Bernard’s Irrational Beliefs and Counter’s Innovative Behavior. For analyzing data, multiple regression, one-sample t-test and structural equation modeling were used.Findings: The results showed that systemic thinking and innovative behavior of teachers were higher than average. The results also showed that among the components of system thinking, only continuous learning was predictive of teachers' irrational beliefs (p <0.05). On the other hand, continuous learning more than recognizing mental models can predict their innovative behavior (p <0.01). Also, among the components of irrational beliefs, attitudes toward students more than school attitude and low tolerance can predict the innovative behavior of teachers (p<0.01).Conclusion: According to the results of the research on explaining the teachers' innovative behavior based on their system thinking and their irrational beliefs, and since irrational beliefs are also predictable based on system thinking, it is necessity for manager and in-service designer to improve teachers' systemic thinking to reduce their irrational beliefs and improve the innovative behavioral of teachers.

The aim of this paper is investigating the effect of intellectual property development on innovation in industry by the mediating role of creating incentives in industry in organization for Registration of Deeds and Properties based on descriptive- correlational study. Statistical population including 330 persons of employees in organization for Registration of Deeds and Properties (intellectual property office in Tehran). The sampling volume by using of Cochran formulas and based on stratified random sampling appropriate to population size was determined 180 persons. Data gathering instrument is a 25 questions questionnaire to measure the relationship between paper variables. The validity of this paper was confirmed by content and construct validity and it reliability was confirmed by chronbakh-alfa (0.935). Data analyzing were done by Amos21 software and structural equation modeling. The results showed that although intellectual property has not a direct effect on industry innovation, developing intellectual property affects innovation via mediating role of creating incentives and indirect effect in organization for Registration of Deeds and Properties.

Objectives: The purpose of this study was to determine the effect of the method of teaching the brainstorming on the creativity and academic achievement of the 7th grade male students in the first and second grade schools in the area of Karaj in the 1395-1394 academic year.Method: The research method was semi-experimental in a pre-test-posttest design with control group. The statistical population includes all male students of the first grade of the first grade of the first grade of Karaj 3rd district. The sample of this study was 64 male students of the 7th grade of primary school who were selected by purposeful sampling method. In control and experimental groups, 32 and 32 subjects were selected and the pretest and post-test groups were used after two months. To measure creativity, the Abedi Creativity Test (1372) was used before and after Brainstorming, and to measure academic achievement, the motivation for Hermann's academic achievement (1970) was used. Brain education for the experimental group received 5 sessions of 45 minutes, and after the training period, two post-test groups were taken. During this period, no training was performed for the control group. Covariance test was used to analyze the data.Results: The results of this study showed that the method of teaching brain drain in increasing the creativity and academic achievement of the experimental group was effective and there was a significant difference between the experimental and control groups in the components of creativity (fluidity, initiative, elasticity and flexibility) Is seen.Conclusion: It is suggested that the Brain Critical Method be used to increase the creativity and academic achievement of students in the course of work and technology.