فصلنامه ابتکار و خلاقیت در علوم انسانی
سال ششم شماره 22 (پاییز 1395)

Aim: The aim of the present study was to examine effect training of assertiveness program on critical thinking (creativity, development, commitment) second grade girl first school students in the of khorramabad city.
The study method of sup-experimental with design pre-test - post-test and follow-up with the control group. The study population included all high school girl students in second grade Khorramabad city area on public schools in the academic year 1394-95. Sample size of 44 Person (of Person 22 experiment group and Person 22 control group) using multi-stage random cluster were selected. In this study measuring tool, questionnaire critical thinking ricketts (2003). The experimental group was assertiveness program training, after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. With of using SPSS - 19 and descriptive and descriptive and inferential test run such as of multivariate analyzes were done.
findings :The results study showed that assertiveness program training (cognitive and meta- cognitive) the effect generally critical thinking (P Assertiveness program training is to increase student's critical thinking.

Filedunder: creativity of individuals, organizations and communities are a prominent role. But this role is fulfilled very well that we can bring creative people from potentiality to actuality that this requires providing appropriate conditions. In this regard the behavior of three miserliness, moderates and wastefulness noted that their impact on creativity is uncertain.
This study examines the effect of three behavior, miserliness, moderates and wastefulness the creativity is applied.
Using exploratory and qualitative methods, the position of indeterminate effect on creativity triple behaviors based on authentic sources were covered. triple behaviors and creativity, discipline and organization, and finally, the impact of behaviors on creativity trilogy was depicted in a single model.
The results of the study showed that three in a continuum of behaviors that stinginess and extravagance have put together the moderate middle point of their impact on creativity. In such a way that the behavior of avarice or waste away and be closer to moderation, it is creative. miserliness in the closed system through negligence in the behavior (not taking sufficient resources where necessary or less than the threshold, reducing communication, reducing diversity and lack of creative tension) reduces the role of creativity and wastefulness in open loop through the extremes in behavior (places unnecessary resource consumption or greater than the threshold of adequacy, increasing communication runaway, runaway diversity and lack of creative tension), reduced creativity. In contrast, the moderation in the negative closed loop system, through a moderation in behavior (consumption of resources where necessary and sufficiency level, targeted communication, diversity purposeful and creative tension), increases creativity.
Based on the three models showed the impact of behavior on the management of creativity. In this way should be directed to promoting creativity in personal and social life and behavior are miserliness and wastefulness to treat moderate approach

Creativity is an important aspect of cognition. Society developing and dominating the various aspects of the world in the shadow of creativity is possible. The impact of creative activity on the brain has been extensively studied, but autonomic nervous system (ANS) variability has not been considered much during such activities. This paper investigated the chaotic and nonlinear feature of Heart rate variability (HRV), before and during creativity tasks.
The aim of this research is to quantify entropy parameters during creative activity, then comparing it with the rest state and considering it as a creativity index.
Approximation entropy and fuzzy entropy are two measures that were used for characterize the HRV dynamics during different creativity tasks.
comparing the results with the rest state indicated that Mean of entropy values increase similarly with the development of creative activity. In addition, the comparison of each 2 minute segment with the previous segment, shows an increasing pattern at the end of each task. This comparison in task 3 indicates a very incremental changes. Increasing of these entropy values indicates the complexity of HRV during creative thinking.
The research results directly show that there is difference between ANS signal in rest state and different levels of creative activity. Analysis The entropy of HRV could be as a new index for assessment of creativity.

The aim of this study was to investigate the effect of TRIZ training in creativity, empowerment and management skills of the labors.
This research is an experimental study, Bahman Diesel collection was selected a sample of workers and TRIZ knowledge was taught within 9 hours and The effect on creativity, empowerment and management skills test samples were examined, In the pre-test and post-test samples 46 and 44 were given. Three standard questionnaires to measure the desired effect Randsyp creativity, empowerment of Spritzer and management skills have been used. For investigation the effect of TRIZ on The dependent variable and Statistical analysis, independent t test with normative data and Mann-Whitney test with non-normalized data is used, Statistical analysis was performed with SPSS software.
Finding: According to the results, significant in relation to creativity and management skills were, respectively, 0.02 and 0.013. As a result, the null hypothesis is rejected, Also significant in relation to empowerment was 0.917, That did not reject the null hypothesis.
TRIZ training in creativity and management skills workers Bahman Diesel has a positive effect. There is also a significant positive relationship between TRIZ training and management skills and creativity of employees, It can be used as an effective strategy to enhance the creativity and skills of the managers applied.

Teaching Method is one of the most important element Instructional Design Process that Impact of academic performance.
Aim: The aim of present research was effect creating drama by combining zeigarnic origin on the memorization and cognitive recreating concepts lessons hedyehaye asemani.
The statistical population included all of the female fourth graders primary school students in Asad abad city in Hamedan. Among study population, 20 students were selected randomly by multiple cluster sampeling method divided into two groups (control and experimental). The instrument included the memorization questionnaire and cognitive recreating questionnaire in this research, before the start of training from both groups were tested.The control group were treated 8 concepts from lessons hedyehaye asemani with creating drama but the experimental group were treated by creating drama with combining zeigarnic origin method.
The results of data analysis through co-variance indicated that there was no significant difference between the control and experimental groups with regard to concept memorization but there was significant difference between the two groups in cognitive recreating concepts.
As a result it can be claimed that creative drama with combining zeigarnic origin do have an outstanding effect on improving the students learning.

Context : The central parts of everybody's life includes learning. Learning is effected by environment that these environments themselves composed from elements that have different characteristics and qualities , so they are meaningful in relation with each other and will promote creativity.
The society of the survey is female students in high schools of Lahijan, that their number is 2641 and the sample size (according to the Morgan table), is 335 selected students.
Data analysis: The technique to gathering information of survey is the pocket of answer using range of Likert and data analysis with SPSS which uses factors analysis and testing of theories.
At the end, with emphasis on factors in creativity, design principles of educational facilities as below: 1) the flexibility of forms, 2) semi-open space, 3) variability of natural light and color, 4) architectural using of green space and natural materials and 5) changeable furniture; are presented that between these factors, variability of light with rate 0.84, has the largest portion in creating motivation that is one of effective factors in creation of ingenuity.

Creativity is a human cognitive abilities. As a rule a cognitive style affected. There are bilateral relationship between mood and cognition. A's we think about emotional states involved in the formation of mood and emotional states influence on cognitive processes.
The present study was aimed to investigate the effectiveness of mood induction methods to improve creativity fluent Verbal and flexibility in the students of Islamic Azad University of Najaf Abad. The design of this study was Quasi-experimental with a pretest- post test control group and Evaluation. The sample in this study was selected randomly from the students of Islamic Azad University Najaf Abad. They were then placedin to experimental and control groups. Mood induction procedures were taught for 8 sessions of 90 minutes each experimental group. Instrument included abedi Creativity Test inventory. The results of the analysis of covariance showed that mood induction methods was effective in inducing positive mood in the students, however it was effective on their creativity fluent Verbal and flexibility. Scores will increase their creativity ,results of this study it can be concluded, mood induction methods creates significant induction(0/05) was able to enhance students 'creativity fluent verbal And flexibility, significant relationship was between mood induction procedure and creativity fluent Verbal and flexibility

Critical thinking requires that change the thought ,exploring and postulate of students. So the purpose of this research is that Study the effects of Inquiry-based Instruction on critical thinking of students.
Research method was quasi-experimental with pretest-posttest design with an experimental group and a control group. The population of this study consisted of all girl students in fifth grade in hamedan city in 2014. Available sampling method was used in this study, 30 students were selected as subjects of research and perch 15 subjects in the control group and 15 subjects in the experimental group by random sampling. The instrument used in this study was California critical thinking questionnaire. The Inquiry-based Instruction was presented by the investigator in 20 sessions of 45 minutes for experimental group. Research data were analyzed by using covariance analysis.
Findings: The findings showed that there was significant difference between level of critical thinking of experimental group and control group in pretest and posttest. So Inquiry-based Instruction in science class had a positive effect on students’ critical thinking.
The results showed that Inquiry-based Instruction reiforce critical thinking of students in science class, so to the teachers of this lesson is recommended that attention to role of teaching to Inquiry-based Instruction to enhance their critical thinking.

The distinguishing feature of human is the power of thought. And all success of human depends on his effective ideas and the highest expression of human thought, is creative thinking.
Goals:The present study is conducted in an attempt to determine the aspects and components of fostering and development the creativity among elementary school students in Alborz province.
Research The method which is applied in this research is descriptive survey method. The statistical population contains all teachers of elementary schools in Alborz province who are 4677 and the sample which comprises 354 teachers who are selected according to systematic random sampling on the basis of Morgan's table for determine sample size.
the obtained results of the study demonstrates that aspects of fostering creativity among elementary school students are as follows: teacher's behavior within the classroom with 14 components, student's perseverance with 12 components, student's interest with 10 components, teaching methods with 5 components, learning contents with 6 components, teaching creativity with 18 components, family's culture and social relations with 14 components , teacher's human relations within the classroom with 10 components, family's behavior with 4 components and educational environment with 12 components.
using the results of this research and applying the aspects and components of fostering and development the creativity among elementary school students in Alborz province can affect the growth and