بدیعه پردازی

The purpose of this research was to identify and explain the requirements of synectics teaching-learning strategy appropriate to the generational characteristics of undergraduate students in 2020-21. ‎ The research design was mixed and of sequential  exploratory type (qualitative-quantitative). The research method in the qualitative part was based on grounded theory and in the quantitative part was descriptive-survey. The statistical population in the qualitative section was the experts in the two fields of educational and social sciences, of which the sample of them continued to be 31 people in a purposeful and snowball manner until the saturation of information. The statistical population of the quantitative section included professors and undergraduate students from the Faculties of Educational Sciences and Social Sciences of Tehran and Isfahan Universities from which a sample of 121 faculty members and 349 students were selected by quota sampling method. In the qualitative part, the semi-structured interview tool and in the quantitative part, the researcher-made questionnaire was used.  The content validity of the questionnaire and interview was estimated according to the opinion of 8 experts and the reliability of the questionnaire was also estimated through Cronbach's alpha with a value of 0.90.  The findings were analyzed in the qualitative part with thematic analysis approach (structural and interpretive) and in the quantitative part by using descriptive and inferential statistics. Based on the findings, the most important requirements of the synectics strategy corresponding to the generational characteristics of the students were:‏‎ preparation of creative and idea-generating activities, abstain from absolutism, encourage innovative ideas, provide multidimensional thinking contexts, using analogy, metaphor and simile techniques, using brainstorming technique, application of artistic and aesthetic models and finally attention to imagination to achieve logical inference. As a result, one can say: the application of these elements leads to academic motivation and scientific growth of today's students. Therefore, it is suggested that the mentioned methods be used by professors in order to make the best use of educational opportunities and effective teaching.

Proper teaching method is one of the most important foundations ofquality education. Many educational psychologists and educators believe that the learning situationshould be organized in such a way that each student acts according to his or her ability. The aim ofthis study was to compare the effectiveness of inductive, exploratory, cooperative, synectics andtraditional education on students' creativity.

The present study was a quasi-experimental study with using a pretest-posttest designwith experimental and control groups. The statistical population of the present study included allsixth grade elementary students in Saravan in the year 2021-2022. From the Statistical population,100 students in 5 classrooms were selected as experimental groups and control groups by simplerandom method. The experimental groups were trained for 12 sessions. The Torrance Form (b)Creativity Test was taken from all groups in the pre-test and post-test stages. The Analysis ofcovariance Test was used to analyze the data.

The results showed that in the post-test stage, inductive, exploratory, cooperative andnovel methods compared to the traditional method cultivate students' creativity, but in the paircomparison, no difference was observed between the methods.

Effective implementation of curricula and training requires the provision of platformsand the use of appropriate tools. Each teaching method is like a double-edged sword that is suitablefor some purposes and unsuitable for others.

because the creativity and satisfaction of teaching by students in classrooms is important is teaching methods that enhance these two variables must be considered.

This study aimed to compare the effectiveness of teaching methods Synectics and problem solving on creativity and satisfaction from teaching of sixth grade students in social studies lessons. Research

In this research used of quasi-experimental study with two different groups of teaching. This design applied about 3 lessons of social studies Sixth grade in 12 for each group. The population includes two elementary schools in District 2 Shahrekord in the first semester of academic year 1394-95. Target population included 8 school that with cluster sampling method selected one school and two classes were instructed with two teaching method of Synectic and problem solving. For collection of data used relevant to creativity from Torrance A questionnaire and for student satisfaction of teaching from made researcher questionnaire. The study data MANCOVA and ANCOVA analysis with using by SPSS software.

The data showed that teaching method of synectic with 95/0 ensure was more affective than the teaching method of problem solving in improving students' creativity .Also synectic teaching method with 95/0 ensure was more affective than the teaching method of problem solving in improving students' satisfaction of teaching.

teaching method of Synectic because has better structure for teaching of social studies more affective than teaching method of problem solving.