The Effect of Reverse Learning on the Creative Thinking of Fifth-Grade Male Students in the Course of Experimental Science
Document Type : Original Article
Author
Faculty member farhangeyan university semnan
Abstract
Introduction: The present study aims to investigate the effect of reverse learning on the creative thinking of fifth-grade male students in the course of experimental science in District 4 of Tehran. Method: This study used a semi-experimental design to find out the effect of the reverse teaching method on creative thinking, using a pre-test-post-test type with a control group. This design includes two groups that are compared before and after exposure to the variable, and the selection of the subjects from the society and their replacement in the groups is not done randomly. The present research is also applied in terms of its purpose. The statistical population included all fifth-grade male students of District 4 of Tehran city. The sample included 30 fifth-grade male students of elementary school in the experimental group (N = 15) and 15 in the control group, who were selected by the available sampling method. The researcher could not randomly place the subjects in the study groups as they were already organized into two classes, and the researcher could not move them. The data collection tool in this research was Torrance's (1979) standard creativity questionnaire. To analyze the data in the descriptive statistics method, prevalence, percentage, mean, and standard deviation were used, and in inferential statistics, considering that the measurement scale was interval and with the assumption of normality of the data from parametric statistics and considering that the data were continuous, the dependent t-test and analysis of variance (one-way ANOVA) were used. Findings: Results revealed that reverse learning improves students' thinking fluency, flexibility, initiative and development of their thinking, and their creative thinking. Conclusion: Reverse learning is a type of active learning that leads to fluency in students' thinking through different teaching methods. Students actively participate in learning and creating knowledge and continue to test and evaluate their knowledge and generate ideas by presenting and examining possible solutions.
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