Özet:
One of the most prominent characteristics of humans and the basis for the continuity of life is the power of thought. One of the notable deficiencies in many students and, in later stages, adults, is their inability to express thought, solve problems, and in a sense, express themselves and innovate. Although humans have never been free from reflection and thought throughout their lives and, with the power of correct thinking, have decided and been able to address problems and difficulties and achieve growth and excellence, the prerequisite for correct thinking, creative thinking, and problem-solving is practice. Given that creative thinking is one of the most complex and highest manifestations of human thought, it is necessary for students to become accustomed to beautiful thoughts. Therefore, the most important role of the educator is to guide students on this path and use various strategies. Among these strategies are metacognitive training and training in creative artifacts, which have received attention in education in recent years. Experience shows that if we well describe and teach cognitive and metacognitive psychological concepts and practical works (artifacts), we will witness significant progress toward nurturing a creative generation with high problem-solving skills and the flourishing of talents in various academic fields in education.
Otomatik Özet:
The Effectiveness of Teaching Metacognitive Strategies and Creativity on Academic Self-Concept Fatemeh Pourali Master of Psychology Abstract One of the most prominent features of humans and the basis for the continuity of life is the power of thought.
Experience shows that if we describe and teach cognitive and metacognitive psychology concepts and practical works (handcrafts) well, we will witness significant progress in nurturing a creative generation with high problem-solving abilities and the flourishing of talents in various academic fields within education.
Research Objectives A) Main Objective: Identifying the impact of teaching metacognitive strategies and creativity on students' academic self-concept.
ــ Identifying the difference in effectiveness between teaching creativity and teaching metacognitive strategies in changing students' academic self-concept.
The effectiveness of three methods of teaching learning strategies (reciprocal teaching (direct explanation and thought cycle) on reading comprehension, problem solving, metacognitive knowledge, academic self-concept, and learning speed in second-grade female middle school students with a GPA lower than 15 in Tehran.
(1387) Investigating the effectiveness of teaching cognitive and metacognitive strategies on reducing test anxiety in female experimental science pre-university students in education district one of Hamedan city.
(1380) Investigating the impact of teaching metacognitive strategies on fostering creativity in third-year high school female students in Tehran.
(1391) The effectiveness of cognitive and metacognitive strategies on creativity, achievement motivation, and academic self-concept.
The effectiveness of teaching metacognitive strategies on the occupational self-concept of third-year high school students in Anbarabad district, Master's thesis, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University.
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