Abstract
The present study attempts to investigate the effect of synectics and brainstorming on 3rd grade students’ development of creative thinking on science, hi this regard, some 196 3rd grade students (99 males and 97 females) were selected using multistage random sampling, and then, they were divided into 3 groups each of which was taught science using synectics, brainstorming and traditional teaching method, respectively. Also, Torrance test of creative thinking (TTCT) (1966) was used to assess students’ creativity. Research methodology is of an experimental design with pretest and posttest and also with TTCT used prior to and after teaching, hi addition, data analysis was carried out based on descriptive and inferential statistics and covariance was used to assess the effect of teaching methodology on creativity. The results show that, compared to traditional teaching method, synectics and brainstorming promote more creativity development, while the former has more significant effect. Also, the results show consistency with those of previous studies and support the importance of using new teaching methodology to increase students’ capabilities.
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