Volume 4, Issue 2 (June 2022)
Iranian Evolutionary and Educational Psychology 2022, 4(2): 267-276 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Fadaei M, Baratali M, Shahbazi F, Hayati nia R, Faryabi L. The Effectiveness of Cognitive-Meta cognitive Strategies Based on Brain-Based Training Approach on the Creativity in Sixth Grade Male Students. Iranian Evolutionary and Educational Psychology 2022; 4 (2) :267-276
URL: http://ieepj.hormozgan.ac.ir/article-1-491-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-491-en.html
1- MA of Curriculum Planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran (Corresponding Author)
3- MA of Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran (Corresponding Author)
3- MA of Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran
Abstract: (597 Views)
This study aimed to determine the effect of using metacognitive- cognitive strategies based on the brain-based training approach on the creativity of sixth-grade elementary male students. This quasi-experimental study had a pretest-posttest design with a control group. The statistical population of this study was all sixth-grade male students of Isfahan (Iran) in 2021. Sixty students were selected by multi-stage cluster random sampling method and randomly assigned to experimental and control groups. Torrance Creativity Questionnaire (1979) was used to assess creativity. In the experimental group, the package of cognitive-metacognitive strategies based on the brain-centered training approach (Baratali et al., 2013) was performed in 20 sessions of 100 minutes. Results revealed a significant difference between the two groups in terms of mean scores of creativity and components of fluidity, expansion, and flexibility. According to the findings, using cognitive-metacognitive strategies based on the brain-centered training approach has increased creativity and components of fluidity, expansion, and flexibility. However, it did not significantly increase the initiative component of creativity in the experimental group. In general, the research supports the application of cognitive-metacognitive strategies based on the brain training approach to improve the creativity of elementary students.
Keywords: Cognitive-meta cognitive strategies, Brain-based training, Creativity, Elementary students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/02/8 | Accepted: 2022/04/24 | Published: 2022/06/1
Received: 2022/02/8 | Accepted: 2022/04/24 | Published: 2022/06/1
References
1. Arif, M., Qaisar, N., & Kanwal, S. (2022). Factors affecting students' knowledge sharing over social media and individual creativity: An empirical investigation in Pakistan. The International Journal of Management Education, 20(1), 100598. [DOI:10.1016/j.ijme.2021.100598]
2. Azmati, S., Khaleghi, S., Hassani, S., & Kayhanfar, M. (2022). Effective design criteria in open spaces of educational centers with the approach of promoting the creativity of elementary students. Paper presented at the Second International Conference on New Technologies in Architectural and Urban Engineering of Iran, Tehran.
3. Baratali, M. (2013). Curriculum design based on brain training is a qualitative study. (PhD Thesis), Islamic Azad University (Khorasgan), Isfahan.
4. Baratali, M., Yousefi, A., Keshtiaray, N., & Sabouri, M. (2016). The fundamental insights derived from the findings of neurological sciences for education: A systematic review of international documents. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 13(48), 1-13.
5. Bonomo, V. (2017). Brain-based learning theory. Journal of Education and Human Development, 6(1), 27-43. [DOI:10.15640/jehd.v6n1a3]
6. Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification and intervention. Zdm, 42(6), 527-539. [DOI:10.1007/s11858-010-0267-4]
7. Gu, X., Ritter, S. M., Koksma, J., & Dijksterhuis, A. (2021). The influence of school type and perceived teaching style on students' creativity. Studies in Educational Evaluation, 71, 101084. [DOI:10.1016/j.stueduc.2021.101084]
8. Hargrove, R. A. (2013). Assessing the long-term impact of a metacognitive approach to creative skill development. International Journal of Technology and Design Education, 23(3), 489-517. [DOI:10.1007/s10798-011-9200-6]
9. Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. INNOVATION & CREATIVITY IN HUMAN SCIENCE, 2(4), 121-139.
10. Kinach, B. M. (2010). A Review of "How the Brain Learns Mathematics" Sousa, DA (2008). Thousand Oaks, CA: Corwin Press. 264 pp. In: Taylor & Francis. [DOI:10.1080/00220671.2010.483995]
11. Kwiatkowska, M. M., Rogoza, R., & Poole, K. L. (2019). Exploring shy minds: Relations between shyness and creativity. Personality and Individual Differences, 142, 249-254. [DOI:10.1016/j.paid.2018.03.050]
12. Lee, J. H., & Portillo, M. (2022). Transferability of creative self-belief across domains: The differential effects of a creativity course for university students. Thinking Skills and creativity, 43, 100996. [DOI:10.1016/j.tsc.2021.100996]
13. Lindell, A. K. (2011). Lateral thinkers are not so laterally minded: Hemispheric asymmetry, interaction, and creativity. Laterality: Asymmetries of Body, Brain and Cognition, 16(4), 479-498. [DOI:10.1080/1357650X.2010.497813]
14. May, J., Redding, E., Whatley, S., Łucznik, K., Clements, L., Weber, R., . . . Reed, S. (2020). Enhancing creativity by training metacognitive skills in mental imagery. Thinking Skills and creativity, 38, 100739. [DOI:10.1016/j.tsc.2020.100739]
15. Nilsson, M. (2010). Developing voice in digital storytelling through creativity, narrative and multimodality. Paper presented at the Seminar. net. [DOI:10.7577/seminar.2428]
16. Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity: Corwin Press. [DOI:10.4135/9781452277479]
17. Rahimi, S., & Shute, V. J. (2021). First inspire, then instruct to improve students' creativity. Computers & Education, 174, 104312. [DOI:10.1016/j.compedu.2021.104312]
18. Sadeghi, Z., Behrangi, M., Abdollahi, B., & Zeinabadi, H. (2016). The effect of education management based on strategies of educational neuroscience on student' learning improvement. Bimonthly of Education Strategies in Medical Sciences, 9(2), 97-105.
19. Saggar, M., Xie, H., Beaty, R. E., Stankov, A. D., Schreier, M., & Reiss, A. L. (2019). Creativity slumps and bumps: Examining the neurobehavioral basis of creativity development during middle childhood. NeuroImage, 196, 94-101. [DOI:10.1016/j.neuroimage.2019.03.080]
20. Saif, A. A. (2015). Modern Educational Psychology (Third ed.). Tehran: Doran Publishing.
21. Schmoelz, A. (2018). Enabling co-creativity through digital storytelling in education. Thinking Skills and creativity, 28, 1-13. [DOI:10.1016/j.tsc.2018.02.002]
22. Shamsi Goshki, M., Mir, M., Dehvari, A., & Jahan Tigh, Z., , Tehran. (2022). The effect of motivation on students' creativity and academic achievement in schools. Paper presented at the 3rd International Conference on Educational Sciences, Psychology, Counseling, Education and Research, Tehran.
23. Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and creativity, 23, 58-66. [DOI:10.1016/j.tsc.2016.11.002]
24. Suki, N. M., & Suki, N. M. (2017). Determining students' behavioural intention to use animation and storytelling applying the UTAUT model: The moderating roles of gender and experience level. The International Journal of Management Education, 15(3), 528-538. [DOI:10.1016/j.ijme.2017.10.002]
25. Torrance, E. P. (1981). Predicting the Creativity of Elementary School Children (1958-80)-and the Teacher Who" Made a Difference". Gifted Child Quarterly, 25(2), 55-62. [DOI:10.1177/001698628102500203]
26. Wang, G., Zhao, M., Yang, F., Cheng, L. J., & Lau, Y. (2021). Game-based brain training for improving cognitive function in community-dwelling older adults: A systematic review and meta-regression. Archives of Gerontology and Geriatrics, 92, 104260. [DOI:10.1016/j.archger.2020.104260]
27. Yavand Hassani, M., & Noorabadi, S. (2022). Investigating the status and importance of combined education in the first elementary school and its implementation barriers. Paper presented at the 8th National Conference on Modern Studies and Research in the field of humanities, management and entrepreneurship in Iran, Tehran.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
