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The effect of using the simulation method in a constructivist environment on the students' creativity in the first grade mathematics lesson of the first secondary school

Number of pages: 126 File Format: word File Code: 29917
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: constructivism - creativity - simulation
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  • Summary of The effect of using the simulation method in a constructivist environment on the students' creativity in the first grade mathematics lesson of the first secondary school

    Dissertation to receive a master's degree in educational technology (M.A)

    Abstract

    The purpose of this research was to investigate the effect of using the simulation method in a constructivist environment on students' creativity in the first secondary mathematics course. In this study, the research method was quasi-experimental. The statistical population of the research was 6200 female students of the first secondary school in Islamabad in the academic year 92-93. Sampling method, sampling of available groups and the number of samples were 40 people, 20 people were in the experimental group and 20 people were in the control group. Then, for the experimental group, the intervention program of training was implemented by simulation method in the constructivist environment, and the control group was trained by lecture method. In this research, Torrance's standard creativity questionnaire was used to collect data. Independent t-test was used to analyze the obtained data. The results of this research showed that there is a significant difference between the experimental and control groups in terms of creativity components (fluidity, flexibility, expansion and expansion, and originality and innovation) at the level of 0.05.

    Keywords: simulation, creativity, constructivism.

    Today, the teaching conditions in our schools are not based on new learning theories, but it should be noted that with the knowledge of the students' level of awareness, New motivations and conditions of society, emphasis on old teaching methods and pure use of traditional methods are not effective either. This means that today's students cannot be sat passively in the classroom with the old teaching methods and teach them mathematical concepts, experience and research have shown that learning in this method is superficial and not reliable.  Math books include activities for this purpose, the main purpose of the activity is to discover a new concept by the students themselves. The best conditions for creating this work situation is in small groups of students, of course, activities that have a creative aspect are better to be solved individually.

    When students are busy solving activities by answering guided questions, they should produce new knowledge by using their old knowledge and actually link the new concept to the concepts in their minds. And the important point is to involve and immerse the student in mathematics in the classroom and show the practical problem and solve it to The help of new workshop technologies and new problem solving methods. With the help of new educational materials and ICT, new teaching methods have been able to make abstract mathematics concrete and immerse the curious student in applications and applied mathematics. Today, the realization of development and knowledge-based society is more than any other component dependent on quality education. The evidence indicates that one of the effective factors in improving the quality of the learning process is the correct, effective and efficient use of educational technologies (Thamari and Ateshek, 1388: 101). Knowledge and application of educational technology is important because it improves the quality of the learning process by facilitating students' learning and making the teaching-learning process of teachers efficient and effective (ibid).

    The use of computer simulations to improve classroom teaching has made many educators interested in the fields of study and research. As the use of software becomes more complex, teachers find more opportunities to study that It makes students more realistic to apply what they have learned in education. Due to the use of animation, sound, and video elements that can provide feedback to a specific user, it has given educators tools with which they can create complex environments that simulate real-life situations. As a result, this causes the student to engage more with the environment and also receive feedback to himself, which can improve his behavior (Zamani, 1389: 1).

    Since the purpose of educational technology is to facilitate learning and improve performance, in this regard, educational simulations can achieve this goal as a technique or media. The use of simulation in various fields has been increasing in recent years, and one of its most important uses has been in the field of education and learning. In this research, an attempt has been made to investigate its effect on mathematical learning and the components of creativity, including fluidity, flexibility, expansion, originality, and innovation.

    1-2.Statement of the problem

    In our schools, the math grade is the criterion for the knowledge of weak and strong students, and in the study of Molis [1] (2001), the results obtained from the Iranian company in the third global study (Tims [2]) highlighted the weakness of our students in analyzing mathematical concepts. The Islamic Republic of Iran was ranked 37th among the 41 participating countries in the second grade of middle school in mathematics and ranked 38th in the third grade of middle school. Eighty percent of learned facts are forgotten within a year. Because this information is taught separately and without the students understanding the application of the learned material in real life, because the information is memorized and forgotten after passing the final exam (Translation: Behzad, 2011, quoted by Rostgarpour et al., 2018: 76).

    Regarding this important and fundamental issue, to solve this problem, we can refer to the use of new technologies in learning this lesson. did The use of technologies allows the learner to take the initiative instead of reacting passively in the learning process, by choosing appropriate educational materials to have purposeful and meaningful learning. Kadivar (2008) believes: "Electronic content provides the opportunity for learners to decide on matters such as participation in learning, the method of using tools, the time required for learning, the amount and level of learning, the place of learning and the person teaching, and for these reasons, they have a high motivation to learn.

    In support of this, we can refer to the research of Clements [3] (2000), entitled "From exercises and tasks to role-playing projects and unique issues "Computer for teaching innovative mathematics" has investigated the role of electronic content in mathematics. The results of his research showed that multimedia technologies help the student in providing quick feedback, increasing independence, connecting the whole to the part, emphasizing the understanding of the problem with computer simulations, in thinking of various solutions and finding the best solution. While working with the computer, the student monitors his learning process, and with the knowledge of metacognitive skills, he can take over the management of motivational and cognitive strategies and benefit from external resources (time, interaction with others, and seeking help) to achieve educational goals (Niami and Lyonen [4], 2010). Creativity in learning gives the learner the opportunity to think and rationally evaluate the work and academic progress and helps him in making a decision to continue learning, and this issue is doubly important in multimedia and online and electronic learning where the physical presence of the teacher is less or not at all.

    Other studies show that the use of new technologies in traditional education leads to an increase in the effectiveness of learning: including the changes made in traditional education Combined with technology, it is possible to mention the change of students' attitude, increase of participation and interaction, and also the increase of students' self-confidence (Damns[5], 2003).

    The results of Zakari's research (2009) showed that the performance of students who were trained by educational software, compared to students who were trained in the traditional way, was significantly better in the academic achievement test. Considering the role of modern technologies in today's world, which has been able to create more opportunities for inclusive education and to shift the emphasis from teacher-centered education to learner-centered education, the main issue is how and with what approaches it is possible to create sustainable and effective learning in students and lead them to creative learning in which the individual's activity in interaction with facilitating facilities and tools is strengthened and leads to appropriate and desirable academic progress. On the other hand, how can new technologies be used in the best ways? Integrating new technology such as simulations in a constructivist environment is one of the new approaches to achieve high goals in education.

    Since the integration of new educational technologies such as simulations in the curriculum requires various facilities such as hardware, software and skilled and specialized human resources, therefore, before integrating multimedia in the curriculum, it is necessary to conduct more research on the advantages and disadvantages of these media in education.

  • Contents & References of The effect of using the simulation method in a constructivist environment on the students' creativity in the first grade mathematics lesson of the first secondary school

    List:

     

    Table of Contents

    Abstract 1

    Chapter One: Research Overview

    1-1. Introduction 3

    1-2. Statement of problem 4

    1-3. The importance and necessity of research 6

    1-4. Research objectives 9

    1-4-1. Main goal 9

    1-4-2. Sub-objectives 9

    1-5. Research hypotheses 10

    1-5-2. Sub-hypotheses 10

    1-6. Conceptual and operational definitions of variables 10

    1-6-1. Conceptual definitions. 10

    1-6-2. Operational Definitions 11

    Chapter Two: Literature and Research Background

    2-1. Educational simulators 14

    2-1-1. Teaching and learning principles 14

    2-1-2. Educational media 15

    2-1-3. Advantages of multimedia in teaching and learning 17

    2-1-4. Methods of using multimedia in education 18

    2-1-5 The concept of simulation 18

    2-1-6. Types of simulation 19

    2-1-7. Reasons for the importance of simulation 21

    2-1-8. Computer-based simulations 22

    2-1-9. The role of the teacher during the simulation 23

    2-1-10. Improving creativity and problem solving using educational simulations 23

    2-1-11. Theoretical foundations of using simulation in education 24

    2-2. Constructivism 29

    2-2-1. The concept of constructivism 29

    2-2-2. cognitivism 32

    2-2-3. Principles and assumptions of constructivism and cognitivism for educational design 34

    2-2-4. Using the theory of constructivism in multimedia design. 37

    2-3. Creativity 43

    2-3-1. The concept of creativity 43

    2-3-2. Dimensions of creativity 43

    2-3-3. Evolutionary process of creativity in children 45

    2-4. Research background 46

    2-4-1. Internal researches 46

    2-4-2. Foreign researches 48

    2-5. Conceptual model of research. 52

    2-6. Summary of the second chapter 58

    Chapter three: research methodology

    3-1. Type and method of research 61

    3-2. Research design and implementation method 62

    3-3. Statistical population 65

    3-4. Sampling method and sample size 66

    3-5. Research variables 66

    3-6. Research measurement tool 66

    3-7. Data analysis method 68

    Chapter VIII: Data analysis

    4-1. Descriptive statistics 70

    4-2. Inferential statistics 72

    4-2-1. Examining the first hypothesis of research 72

    4-2-2- Examining the second hypothesis of research 73

    4-2-3- Examining the third hypothesis of research 74

    4-2-4- Examining the fourth hypothesis of research. 75

    Chapter five: discussion, interpretation and conclusion

    5-1. Summary of research 78

    5-2. Discussion and interpretation of research hypotheses 80

    3-5. Conclusion 87

    5-4. Limitations 90

    5-5. Suggestions 90

    5-5-1. Practical suggestions 90

    5-5-2. Research proposals 91. Sources and reference 92. Appendices 100. List of tables. Table 2-1: Comparison of cognitivism from the perspective of Artemer and Newby. newboy 37

    Table 3-2: Theoreticians of the cognitivist school of learning psychology 37

    Table 3-1: Pre-test-post-test design diagram with the control group 61

    Table 4-1: Frequency distribution of the studied subjects group 70

    Table 4-2: Descriptive indicators of the scores of the experimental group in the four creativity scales in the pre-test and post-test. 71

    Table 3-4: Descriptive indicators of the scores of the control group in the four creativity scales in the pre-test and post-test 71

    Table 4-4: The results of the independent t-test between the fluency scale scores of the students in the two experimental and control groups in the pre-test and post-test 72

    Table 4-5: The results of the independent t-test between the scores of the flexibility scale of the students in the two Experimental and research group in the pre-test and post-test 73 Table 4-6: Independent t-test results between the expansion and expansion scale scores of the students in the two experimental and research groups in the pre-test and post-test 74 Table 4-7: Independent t-test results between the originality and initiative scale scores of the students in the two experimental and research groups in the pre-test and post-test Table 75 4-8: Summary of research results 76

    Source:

    Sources and source

    Persian sources:

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    - Amirtimori, Mohammad Hassan. (2012). Designing educational messages. Tehran: Samt.

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    - Birmipour, Ali; Well done, Javad. (1388). Investigating the teaching quality of the fourth grade mathematics course in Isfahan primary school in order to provide solutions to improve students' performance in the international TEAMS test. Education Quarterly. The twenty-fifth year. Number 4 winter. Serial Number 100.

    - Parsons, Richard; Hinson, Stephen; Deborah Sardo, Brown (2015). Educational psychology: research, teaching, learning. Translation: Hassan Asadzadeh and Hossein Eskandari, Tehran: Abid Publications.

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    - Pazargadi, Mehrnoosh; Sadeghi, Ruqiya. (1389). Simulation in nursing education. Educational Strategies Quarterly, Volume 3, Number 4. Parvizian, Mohammad Ali (2004). Investigation of exploratory education in experimental science course of third to fifth grade primary schools of Central province, Research Institute of Curriculum Planning and Educational Innovations, Tehran.

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    - Daemi, Hamidreza; Moghimi Barforosh, Seyyedah Fatemeh. (1383). Creativity test standardization. Cognitive science updates in fall and winter 2013; 6(4-3 (series 24)):1-8.

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    - Dinarund, Hassan. (1390). Educational design for effectiveness. Tehran: Aizh. Zakari, Azam. (1380). Comparison of the teaching effect with the help of educational software and the traditional method on the academic progress of the first grade students of middle school in the 8th district of Tehran. Unpublished thesis, Tarbiat Moalem University of Tehran.

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The effect of using the simulation method in a constructivist environment on the students' creativity in the first grade mathematics lesson of the first secondary school
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