فصلنامه ابتکار و خلاقیت در علوم انسانی
سال سوم شماره 9 (تابستان 1392)

Creativity is one of the basic features of human and it’s effective to human civilization. Researchers believe that creativity training is effective on enhancing creativity. The main goal of this study was to investigate the effect of Creativity training on creativity dimensions. 100 students randomly selected and again randomly divided into two groups of 50 persons (50 experimental and 50 controls) groups. In this study, pre-test, post-test control group was used. Prior to the implementation of the independent variable, Control and experimental groups responded to the picture Torrance creativity test (form B).After 10 sessions of creativity to the experimental group, both groups responded to the scale again. For data analysis, multivariate analysis of covariance (MANCOVA) was used. Result (s): The results showed that there was significant difference between the experimental and control groups after controlling for pre-test variables. The results of ANCOVA showed significant differences between the scores of fluid, originality and elaboration but there wasn’t any significant difference between the pos- test of initiative and flexibility.

Today, there is attention on new and active methods in learning. The emphasis of active methods is to engaging students with real-life issues that are related on Life. Bybee teaching method is one of the new and active teaching methods. The main purpose of this study was to compare the effects of Bybee (5E) and traditional teaching methods on creativity and learning of Third year students in science class. The research method of this study was Quasi-experimental research and the research design pre-test-post-test with control group and the experimental group. The statistical population included all female of third year junior high school students who were studying in Qazvin city in the academic year of 2011-2012. The statistical sample in this study was 61 female students. Due to limitation in implementation, an available sample method was adopted In order to select our sample a school was selected from which two classes Ancova and T test were used for data analysis. Result (s): The results showed that the Bybee’s (5E) teaching method influenced on students’ learning and creativity and confirmed the research hypothesis. New teaching methods development a personal connection between students and the topic of study and it helps students think in a less personally biased way. So, Bybee’s model is a good model for learners to achieve a deep understanding of the subject and increase divergent thinking.

creativity and time management for everyone are important issues, and for students of course more important and perhaps more vital. This study has considered the relationship between creativity and time management in students, the mediating role of gender and field of study. The statistical society included all students of the Bu Ali Sina University in 2012 that 375 of them were selected as pilot group based on stratified method and relative type. They were also tested by two questionnaires of Britton and Tesser's Time Management and Verbal Section (part) of Torrance Creativity Test.Result (s): The result showed a significant and positive relation between creativity and time management, so that the more short- term planning students have, the greater creativity they will create. It can be mentioned, based on the result, short-term planning of male students has stronger connection with Individual Creativity than the female ones. There was positive relation between time attitudes and creativity. Also, score of verbal creativity in the female were higher than male. these findings have some practical implications which will be mentioned in the paper in more details.

the purpose of this study is to make divergent thinking effective on creativity of preschool children. In this quasi-experimental research 80 preschool children were selected using random sampling to divide into two experimental (n=40) and control (n=40) group, with respect to peering and based on intelligence test (Good enough-Harris Drawing Test). The experimental group received 19 sessions of divergent thinking training with dynamic method. The Sellier Creativity Test (Jean Louis, 1988) was performed in both groups, before and after training. the information drawn from T-Test and covariate analysis showed that Divergent thinking training program with dynamic method plays a significant role to increase children’s creativity and the triple indices of fluidity, flexibility and innovation. it seems that employing divergent thinking training program with dynamic method is an effective way to further flourish children’s creativity, especially at the preschool age.

research has shown that the more emphasis organizations put on innovation, the more competitive they are. Therefore, organizational innovation is unavoidable in order to develop organizational competitiveness. the present student aims to identify variables contributing to organizational innovation as well as to offer solutions to developing it in Iranian organizations. to conduct the research, we examined the existing literature and documents to answer the questions in a qualitative way. the main reasons to pay attention to organizational innovation are as follows: organizational productivity, organizational performance development, economic growth, development, competitiveness. The findings also showed that flexibility in the face of crises, the reception of new idea from managers, flexible organizational structure, risk-taking and courage are the main features of innovative organizations. The findings also indicated that risk-taking, flexibility, creativity, self-confidence, ambiguity tolerance, creative young staff, advocacy of innovative staff, motivation, delegation, valuing staff, developing flexibility and reforming performance appraisal system, appropriate reward system, supportive organizational culture, developing structures supportive of innovation, organizational support, transformational leadership, organizational trust, organizational communication, social capital, management style, organizational learning are the main factors influencing organizational innovation. considering the findings, it can be stated cultural context, macro infrastructures, social context, organizational support, rules and regulations supportive of organizational innovation, R & D centers are desired of innovation within the organization.

Nowadays, due to increasing and rapid changing societies and plays a key role of education in educating a generation of creative, the importance and necessity of creativity and factors affecting it more evident than ever. The present study is conducted in an attempt to investigate the relationship between conflict management styles and manager's creativity in Tehran high schools. the method applied in this study is descriptive correlation method. The population contains all high school managers in Tehran (1363 participants) and the sample of the study includes 300 subjects who were selected according to Morgan's table for determining sample size on the basis of stratified random sampling. Tools used for data collection are two standard questionnaires: styles of conflict management questionnaire and creativity questionnaire.Result (s): The obtained results indicates that there is a positive significant relationship between cooperation style, reconciliation style, collaboration style and compromise style of conflict management and educational managers’ creativity; however, there is a reverse relationship between domineering (competitive) and avoiding styles of conflict management and educational managers’ creativity. In the process of conflict management, the more the education managers cooperate and re-conciliate with school managers, the more school manager's creativity will increase; on the other hand, if the education managers treat them with pressure and domination, it will lead to less creativity school managers in schools.

The main problem in teaching children creative use of educational contents and the various methods of problem finding, creativity and thought and science textbooks, including a significant role in building creative skills, and content development for fostering creativity. The purpose of the present research is to analyze the contents of the junior high school (secondary education) empirical sciences tent-books from the Plesk teaching creativity model perspective. The research method is descriptive research and content analysis type. The statistical society was secondary education empirical sciences text-books in the academic year of 2010-2011. The sample size was selected equal to the society size. The research tool was the content analysis form with regard to Plseks teaching creativity model.Result (s): The secondary science text-books we can see that the total 1389 units sciences Books secondary932, passive components and 457 there is an active unit of 457 active unit,143 the first principle of (the attention) and 314 of the second principle (the escape) are consistent with the pattern of creative education the third principle is generally neglected. The obtained results indicated that the degree of involvement in the parameters of Plseks creativity model in the empirical sciences text-books in all the three courses or programs of secondary education was very low. Accordingly, the contents do not conform to the Plesk creativity principles and hardly can be effective in generating and fostering creativity in learners.

Trade and economic globalization, and social change - economic factor that leads to the formal entry into the world of work and entrepreneurship of women outside the family environment. The aim of this study was to determine the relationship between five personality traits, social support and sexual stereotypes with work-family conflict in entrepreneurship women. Sixty members of entrepreneurship women in Arak, Iran, completed Work-Family Conflict Scale, NEO-Personality Inventory Revised, Multidimensional Scale of Perceived Social Support and sexual stereotypes scale. The analyses by Pearson correlation showed that neuroticism had a positive relationship with work-family conflict and extroversion while consciousness had a negative relationship with work-family conflict. Regression analysis showed that work-family conflict significantly predicted consciousness and support by friends (R2= 0/216). Also, family-work conflict predicted social support by family and extroversion (R2= 0/464). Calculation: Social support from family and significant others, conscientiousness and extraversion personality traits have critical roles in Work - Family Conflict.

Barriers to creativity in general contains to four historic-cultural barriers, social-environmental barriers, organizational barriers and personal barriers. Cognitive barriers counted as important barriers of creativity. Meanwhile mental model consider as the main kind of cognitive barriers to creativity. This research has been designed for the purpose of studying relationship between deterministic thinking with creativity and emotional creativity among students of public universities in Tehran city in the academic year of 2011-2012. 200 students were randomly selected as sample group using cluster sampling method. For studying deterministic thinking, Yunesi deterministic thinking questionnaire included 36 questions with 4 subscales has been used. For creativity, Abedi creativity questionnaire included 60 questions had been used. For studying emotional creativity, Emotional creativity scale included 120 questions had been used. For checking collected data descriptive statistical methods, Pearson correlation coefficient, and regression analysis has been used. Results revealed that there was a meaningful relationship between deterministic thinking and creativity (r = -0/40). Also among the subscales of deterministic thinking the relationship between absolute orientation and deterministic thinking in negative events with creativity is meaningful. While the relationship between deterministic thinking in interaction with others and deterministic thinking in predicting future with creativity is not meaningful relationship. Moreover, the relationship between deterministic thinking and emotional creativity is a meaningful relation (r = -0/47). Also the relation between deterministic thinking in interaction with others and deterministic thinking in negative events and absolute orientation with emotional creativity is meaningful relation but the relation between deterministic thinking in predicting future with emotional creativity is not meaningful. Based on these findings, we need to eliminate cognition barriers of creativity such as deterministic thinking with teaching and giving advice.