Effectiveness of Blended Learning Critical Thinking and Creative Thinking on Dimensions of Epistemological Beliefs Students

The aim of this study was to the effectiveness of integrating study critical thinking and creative thinking in second-grade female student's epistemological beliefs pretest-posttest control group design was used in the city of Qom. A pilot study of pretest-posttest control group. A sample was selected using stratified random sampling procedure Then sample was matched according to age groups, foundations, academic major, academic predisposition score, Then run the test by using a questionnaire, the Epistemological Beliefs Schommer Questionnaire (1993), were randomly divided into control and experimental groups (25 each), respectively. Blended learning strategies, critical and creative thinking in the experimental group were exposed and then the post-test questionnaire was administered again in two groups. Data were analyzed by analysis of covariance and multivariate analysis of covariance. Based on these findings, the intervention on student's epistemological beliefs and their dimensions, including basic knowledge, certainty and knowledge, quick learning ability and awareness of things was significant, but the impact on the natural ability was not significant. The results showed that a combination of critical and creative thinking, can improve learner's beliefs about the structure, stability, speed resources, knowledge and understanding.