teaching satisfaction

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.

The main purpose of the present study was to determine the effects of Blended situated-based learning on students’ school motivation, learning, test anxiety and teaching satisfaction. It was a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "psychopathology 1" course for the first time and volunteered to participate in the study were selected as the sample group. Classes were randomly divided into the intervention and control groups. Eighteen students participated in the blended situated-based learning program and sixteen students participated in the lecture-based program. Student’s motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and test anxiety was determined by Ahvaz test anxiety questionnaire (1375). To determine academic achievement, a number of questions which were related to content were randomly selected from the content questions bank and were used in the pre- and post-tests. The same questions were used for both groups in pre-test and post-test stages. Teaching satisfaction was determined by direct multiple choice questions after instructional programs. Statistical analysis was done by Mannwithney test. It was shown that in comparison to lecture-based instruction, blended situated-based learning increased students’ learning (p<0.001); school motivation (p<0. 001); teaching satisfaction (p<0.001) and decreased their test anxiety (p<0.001).