abedin darabi; jafar jahani
Abstract
The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were ...
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The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were organized using the rhizomatic education model, then this collection was reviewed and approved by experienced teachers. In the next stage, three girls' primary schools were selected from Kermanshah and one class was selected from each school (homogeneous schools with almost similar conditions). These three classes were named with reference class, method class and content method class, respectively. This project was implemented for 6 weeks and one session per week. The reference class was trained in the normal way. In the rhizomatic teaching method, the students learned the content of the common book, and in the method-content class, the students experienced the designed content with the rhizomatic teaching method. At the end of the course, all three classes took the Torrance Creativity Test and the Researcher Test. Quantitative findings were analyzed by analysis of covariance and the results showed that the implementation of rhizomatic educational model in different experimental groups fosters students' creativity. In the qualitative section, teachers' views on the development of creativity in the dimensions of fluidity, initiative, expansion and flexibility were examined. In other stages, quantitative and qualitative findings from teachers' opinions were compared and the positive effect of rhizomatic educational model on fostering creativity was confirmed.
