COMPARISON OF BYBEE AND TRADITIONAL TEACHING METHODS ON THE CREATIVITY AND COGNITIVE LOAD IN CHEMISTRY COURSE

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ZARE MOHAMMAD; SARIKHANI RAHELEH; MEHRABAN JAVAD; SALARI MOSTAFA

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Journal: INNOVATION & CREATIVITY IN HUMAN SCIENCE Year:2015 | Volume:5 | Issue:2 Page(s): 55-76

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Title

COMPARISON OF BYBEE AND TRADITIONAL TEACHING METHODS ON THE CREATIVITY AND COGNITIVE LOAD IN CHEMISTRY COURSE

Author(s)

ZARE MOHAMMAD | SARIKHANI RAHELEH | MEHRABAN JAVAD | SALARI MOSTAFA | Issue Writer Certificate

Keywords

BYBEE TEACHING METHODQ2

CREATIVITYQ2

COGNITIVE LOADQ1

Abstract

Background: Tylmand training in the field, nowadays, the mechanisms for promoting creative thinking, because of unfamiliarity with new models to enhance CREATIVITY and application of passive patterns of traditional teaching to teach, are not enough.Purpose: The purpose of this study was to compare Bybee and traditional teaching methods on the CREATIVITY and COGNITIVE LOAD in chemistry course.Method: Quasi-experimental study design was a pretest-posttest control group. The study population included all first grade high school students in Malayer enrolled in the academic year of 1393-1394.30 researches, by sampling randomly, assigned 15 people in two classes.Instruments for data collection included the Torrance test form Band questionnaire, COGNITIVE LOAD Brunken, Plass & Leutner. In order to collect data the CREATIVITY test was conducted on students. At the end of each training session (which included three half-hour sessions) COGNITIVE LOAD questionnaires were distributed among the students. In the end, CREATIVITY test was conducted on students. To analyze the data from the pretest and posttest scores of independent t-test and analysis of covariance were used. Data were analyzed using SPSS 18 software.Results: The results showed that the application of BYBEE TEACHING METHODs to enhance CREATIVITY of students would also reduce the COGNITIVE LOAD (p=0.001).Conclusion: The results showed that the application of BYBEE TEACHING METHODs to enhance CREATIVITY of students would also reduce the COGNITIVE LOAD; therefore, it is recommended to train executives of the teaching methods used in teaching.

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APA: Copy

ZARE, MOHAMMAD, SARIKHANI, RAHELEH, MEHRABAN, JAVAD, & SALARI, MOSTAFA. (2015). COMPARISON OF BYBEE AND TRADITIONAL TEACHING METHODS ON THE CREATIVITY AND COGNITIVE LOAD IN CHEMISTRY COURSE. INNOVATION & CREATIVITY IN HUMAN SCIENCE, 5(2), 55-76. SID. https://sid.ir/paper/223392/en

Vancouver: Copy

ZARE MOHAMMAD, SARIKHANI RAHELEH, MEHRABAN JAVAD, SALARI MOSTAFA. COMPARISON OF BYBEE AND TRADITIONAL TEACHING METHODS ON THE CREATIVITY AND COGNITIVE LOAD IN CHEMISTRY COURSE. INNOVATION & CREATIVITY IN HUMAN SCIENCE[Internet]. 2015;5(2):55-76. Available from: https://sid.ir/paper/223392/en

IEEE: Copy

MOHAMMAD ZARE, RAHELEH SARIKHANI, JAVAD MEHRABAN, and MOSTAFA SALARI, “COMPARISON OF BYBEE AND TRADITIONAL TEACHING METHODS ON THE CREATIVITY AND COGNITIVE LOAD IN CHEMISTRY COURSE,” INNOVATION & CREATIVITY IN HUMAN SCIENCE, vol. 5, no. 2, pp. 55–76, 2015, [Online]. Available: https://sid.ir/paper/223392/en

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