تأثیر اجرای برنامه آموزشی مبتنی بر پروژه آورورا بر روی توانایی‎های تحلیلی، خلاق و عملی هوش موفق دانش‌آموزان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم انسانی و حقوق، دانشگاه کاشان، کاشان، ایران

2 استادیار گروه روانشناسی، دانشکده علوم انسانی و حقوق، دانشگاه کاشان، کاشان، ایران

3 دانشیار گروه روانشناسی، دانشکده علوم انسانی و حقوق، دانشگاه کاشان، کاشان، ایران

چکیده

هدف: پژوهش حاضر با هدف مطالعه‌ی اثر فعالیت‌های پروژه آورورا بر ارتقای توانایی‌های تحلیلی، خلاق و عملی هوش موفق دانش‌آموزان دختر مقطع چهارم ابتدایی (11-9 ساله) انجام شد.
روش: طرح تحقیق از نوع شبه آزمایشی با دو گروه آزمایش و گواه و با طرح پس‌آزمون بود. جامعه آماری شامل کلیه دختران دانش‌آموز مقطع چهارم ابتدایی شهر قم در سال تحصیلی 99-98 می‌باشد، که به شیوه نمونه‌گیری تصادفی چندمرحله‌ای از بین دانش آموزان کلیه دبستان‌های دخترانه شهر قم یک مدرسه به تصادف انتخاب شده و 44 دانش‌آموز پایه چهارم به دو گروه آزمایش و گواه انتساب گردیدند. دانش آموزان گروه آزمایش طی 12 جلسه 75 دقیقه‌ای تحت آموزش بر مبنای برنامه آموزشی مبتنی بر پروژه آورورا در یک طرح تابستانه با عنوان «طرح توانا» قرار گرفتند و گروه گواه در این دوره هیچ‌گونه آموزشی را در این رابطه دریافت نکردند. ابزار پژوهش جهت جمع‌آوری اطلاعات، پرسشنامه هوش موفق استرنبرگ بود.
یافته‌ها: داده‌ها با روش‌های آماری توصیفی و استنباطی(تحلیل واریانس چند متغیره) تجزیه‌وتحلیل شدند. نتایج نشان داد فعالیت‌های پروژه آورورا بر ارتقای هوش موفق دانش آموزان اثربخش بوده؛ و در رابطه با مؤلفه‌های هوش موفق بر هوش خلاق و هوش عملی اثر مثبت و معنادار داشته، اما بر هوش تحلیلی اثر معناداری نداشته است.
نتیجه‌گیری: نتایج این پژوهش نشان داد، برنامه آموزشی مبتنی بر پروژه آورورا می‌تواند هوش موفق دانش‌آموزان را ارتقا دهد. بنابراین توصیه می‎‌شود برای ارتقای هوش موفق دانش‌آموزان، فعالیت‌های پروژه آورورا به والدین و معلمان آموزش داده شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Impact of the Implementation of the Aurora project based on Analytical, Creative and Practical Intelligence Abilities of Elementary Students

نویسندگان [English]

  • Masoumeh Zangeneh 1
  • Masoud Kiani 2
  • Mohammad Reza Tamanaeifar 3
1 Master of Educational Psychology, Faculty of Humanities and Law, Kashan University, Kashan, Iran
2 Assistant Professor, Department of Psychology, Faculty of Humanities and Law, Kashan University, Kashan, Iran
3 Associate Professor, Department of Psychology, Faculty of Humanities and Law, Kashan University, Kashan, Iran
چکیده [English]

Objective: The aim of study was determined the effectiveness of an educational intervention based on Aurora project activities to the analytical, creative and practical abilities of successful intelligent female students in the fourth grade of elementary school (9-11 years old).
Method: The research method was quasi-experimental with two experimental and control groups and with a post-test design. The statistical population includes all female students of the fourth grade of elementary school in Qom city in the academic year 2018-2019, which was randomly selected from among the students of all girls' primary schools in Qom city, and 44 primary students Fourth, they were assigned to two experimental and control groups. During 12 sessions of 75 minutes, the students of the experimental group were trained based on the educational program based on the Aurora project in a summer project called "Capable Project" and the control group did not receive any training in this regard. The research tool for data collection was the Sternberg Successful Intelligence Questionnaire.
Results: The data were analyzed using descriptive and inferential statistical methods (multivariate analysis of variance). The results showed that the activities of the Aurora project were effective in improving the successful intelligence of students. Regarding the components of successful intelligence, it had a positive and significant effect on creative intelligence and practical intelligence, but it did not have a significant effect on analytical intelligence.
Conclusions: The results of this research showed that the educational program based on the Aurora project can improve the successful intelligence of students. Therefore, it is recommended teach the activities of the Aurora project to parents and teachers in order to improve the successful intelligence of students.

کلیدواژه‌ها [English]

  • Successful Intelligence
  • Analytical Intelligence
  • Creative Intelligence
  • Practical Intelligence
  • Aurora Project

مراجع

Azad, Sh., & Talebi H. (2015). The effect of a successful intelligence-based training program on cognitive and emotional outcomes of learning. Educational Psychology Quarterly, (39)12, 123-199. [In Persian] https://doi.org/10.22054/jep.2016.4129
Azid., N., & MD-Ali, R. (2020). The effect of the successful intelligence interactive module on University Utara Malaysia students analytical, critical and practical thinking skills. South African Journal of Education, 40(3), 1-11. https://doi.org/10.15700/saje.v40n3a1743
Aghababaei, S., Malek pour, M., Kajbaf, M., & Abebi, A. (2016). Confirmatory Factor Analysis of Auorora-a Battery on Children. Journal Modern Applied Science, 10(10), 99-105. [In Persian] https://doi.org/10.5539/mas.v10n10p99
Alaaeldin A. Ayoub, Abdullah M. Aljughaiman. (2016). A Predictive Structural model for gifted student’s performance: A based on intelligence and its implicit theories. Journal Learning and Individual Differences, 15, 11-18. https://doi.org/10.1016/j.lindif.2016.08.018
Abdullah, M. Aljughaiman. Alaa eldin, A. Ayoub. (2012). The Effect of an Enrichment Program on Developing Analytical, Creative, and Practical Abilities of Elementary Gifted Students. Journal Educational of the Gifteds, 32(2), 153-174. https://doi.org/10.1177/0162353212440616
Aghababai, S., Malekpour, M., Kajbaf, M. B., & Abedi, A. (2015). The effectiveness of successful intelligence training on the creative and practical abilities of 9-12-year-old gifted girls in Isfahan. Exceptional Children Quarterly, (4)11, 37-44. [In Persian]
Babaei, A., Maktabi, G., Behrouzi, N., & Atashpour, A. (2017). The effect of successful intelligence training on the motivation of academic progress and teacher self-efficacy in student teachers of Farhangian University. Journal of Psychological Methods and Models, 8(30), 159-171. [In Persian] DOR: 20.1001.1.22285516.1396.8.30.11.2
Dovalit, H., Narimani, M., Sobhi Qaramelki, N. & Sadeghi Hashjin, G. (2021). Comparing the effectiveness of teaching personal intelligence and successful intelligence on the level of creativity and its dimensions in gifted students, Quarterly Cognitive Strategies in Learning, 9(17), 17-31. [In Persian] https://doi.org/10.22084/J.PSYCHOGY.2019.18425.1917
Ebrahimi, A., Abedi, A., Yarmohamedian, A. & Faramarezi, S. (2016). Psychometric characteristics of the list of behavioral ratings of executive actions in preschool children, Evolutionary psychology;Iranian psychologists, 12(48), 439-427. [In Persian]
Hijazi, A. (2018). The goddess of educational psychology in the third millennium of Tehran, University of Tehran. [In Persian]
Kadivar, P. (2018). Educational Psychology. Tehran: Samt.
Karvan, F., Talischi, G., & Haqtalab, T. (2019). Investigating the effect of the symbolic semantic model on increasing the visualization power and cognitive intelligence of architecture students, Cognitive Strategies in Learning, 7(13), 152-233. [In Persian] https://doi.org/10.22084/J.PSYCHOGY.2019.19126.1966
Koch, M., Becker, N., Spinath, F., & Greiff, S. (2021). Assessing intelligence without intelligence tests. Future perspectives. Intelligence 89: 101596. https://doi.org/10.1016/j.intell.2021.101596
Khakpoor, F., Abedi, A., & Manshaee, G. (2018). Effectiveness of the successful intelligence program in improving learning behaviors of students with attention-deficit/hyperactivity disorder. International Archives of Health Sciences, 5(4), 135-139. [In Persian] https://doi.org/10.4103/iahs.iahs_38_18
Mayer John, P. A. T., & Carosu, D. (2017). A Closer look at the test of Personal Intelligence (TOPI). Journal Personality and Individual Differences, 111, 301-311. https://doi.org/10.1016/j.paid.2017.02.008
Miller, E. M. (2019). Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities. Teaching of Psychology, 46(2), 140-145. https://doi.org/10.1177/0098628319834198
Mandelman, S. D., Barbot, B., Tan, M., & Grigorenko, E. L. (2013). Addressing the ‘quiet crisis’: Gifted identification with Aurora. Educational & Child Psychology, 30(2), 101-109.
Mourgues, C., Tan, M., Hein, S., Elliott, J. G., & Grigorenko, E. L. (2016). Using creativity to predict future academic performance: An application of Aurora’s five subtests for creativity. Learning and Individual Differences, 51, 378-386. https://doi.org/10.1016/j.lindif.2016.02.001
Prieto, D., Ferrándiz, C., Ferrando, M., & Bermejo, M. R. (2015). Aurora Battery: A new assessment of successful intelligence1 La Batería Aurora: una nueva evaluación de la inteligencia exitosa. Revista de Educación, 368-3898. http://hdl.handle.net/11162/111101
Sternberg, RJ. Jarvin, Linda Grigor, Neko, Elena. (2011). Kavoshi in Tizhoshi, translated by Abedi Ahmed Shaerbaf, Adele Isfahan Kavashiar.
Saif, A. (2015). Modern Educational Psychology of Tehran Doran
NegahbanSalami, M. (2011). The effect of successful intelligence training on critical thinking, self-efficacy and academic performance of students. PHD in Khwarazmi University. [In Persian]
Sternberg Robert, J. (2020). Is Being “Gifted” a Blessing or a Curse, or Some of Both? Journal Empirical Studies of the Arts, 38(1), 90-99. https://doi.org/10.1177/0276237419868945
Sternberg, R. J. (2018). Speculations on the role of successful intelligence in solving contemporary world problems. Journal of Intelligence, 6(1), 4-10. https://doi.org/10.3390/jintelligence6010004
Sternberg, R, J. (2016). The rainbow project: enhancing the SAT through assessments of analytical, practical, and creative intelligence. Journal Managerial Psychology, 77(14), 457-468. https://doi.org/10.1016/j.intell.2006.01.002
Sternberg, R. J., Jarvin, L., Birney, D. P., Naples, A., Stemler, S. E., Newman, T., & Grigorenko, E. L. (2014). Testing the theory of successful intelligence in teaching grade 4 language arts, mathematics, and science. Journal of Educational Psychology, 106(3), 881-899. https://psycnet.apa.org/doi/10.1037/a0035833
Sternberg, R. J. (2010). Assessment of gifted students for identification purpose: New techniques for a new millennium. Journal Learning and Individual Differences, 20, 327- 336. https://doi.org/10.1016/j.lindif.2009.08.003
Sternberg, R. J. (2014). Teaching about the nature of intelligence. Intelligence, 42, 176-179. https://doi.org/10.1016/j.intell.2013.08.010
Sternberg, R. J., & Rainbow Project Collaborators. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321-350. https://doi.org/10.1016/j.intell.2006.01.002
Sternberg, R. J. (2005). The theory of successful intelligence. Journal Psychology, 39(2), 189-202.
Sternberg, R. J. (2003). A Broad View of Intelligence. The Theory of Successful Intelligence. Journal Practice and Research, 55(3), 139-154. https://psycnet.apa.org/doi/10.1037/1061-4087.55.3.139
Vásquez, B. J. S., Ocaña-Fernández, Y., Nieto-Gamboa, J., Diaz, M. A. A., & Augusto, C. (2020). Communicative Skills as a Result of Successful Intelligence. Psychology and Education, 57(1), 62-69.
راهبردهای شناختی در یادگیری
دوره 11، شماره 21 - شماره پیاپی 21
پاییز و زمستان 1402
دی 1402
صفحه 55-69

فایل ها

هم رسانی

ارجاع به این مقاله

آمار