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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SAKENAZARY RANA; HASHEMIAN KIANOOSH; SHARIFI HASANPASHA

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Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2014 | Volume:7 | Issue:27 Page(s): 7-22

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Title

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

Author(s)

SAKENAZARY RANA | HASHEMIAN KIANOOSH | SHARIFI HASANPASHA | Issue Writer Certificate

Keywords

TRIZQ2

BIORHYTHMQ2

CREATIVE THINKINGQ2

CRITICAL THINKINGQ2

SCIENTIFIC THINKINGQ2

SELF-EFFICACYQ2

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 that teaching 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.

Cites

Patterns of Family Communication and Learning Climate with Creative Problem Solving: The Mediating Role of Creative Attitudes

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APA: Copy

SAKENAZARY, RANA, HASHEMIAN, KIANOOSH, & SHARIFI, HASANPASHA. (2014). 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. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 7(27), 7-22. SID. https://sid.ir/paper/183345/en

Vancouver: Copy

SAKENAZARY RANA, HASHEMIAN KIANOOSH, SHARIFI HASANPASHA. 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. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2014;7(27):7-22. Available from: https://sid.ir/paper/183345/en

IEEE: Copy

RANA SAKENAZARY, KIANOOSH HASHEMIAN, and HASANPASHA SHARIFI, “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,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 7, no. 27, pp. 7–22, 2014, [Online]. Available: https://sid.ir/paper/183345/en

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