Effect of Using the Constructivist Teaching Method on Creative Thinking and Entrepreneurship

Mohammadreza Raeisoon; Marzia Raeisi; Yahya Mohammadi

doi:10.18502/htaa.v8i1.15029

Mohammadreza Raeisoon Department of Community Medicine, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
Marzia Raeisi Elementary Teacher, Khorasan Jenoubi, Firdous, Iran
Yahya Mohammadi Education Development Center, Birjand University of Medical Sciences, Birjand, Iran.

DOI: https://doi.org/10.18502/htaa.v8i1.15029

Keywords: Constructivist; Teaching Method; Creative Thinking; Entrepreneurship

Abstract

Background: The process of entrepreneurship and creativity are the main current principles in human life at the beginning of the third millennium AD; therefore, it is considered one of the most important goals of educational organizations. Preparing students to enter society effectively will not be provided unless creativity is cultivated among them. Therefore, the present study was conducted to use the effect of the constructivist teaching method on students’ creative thinking and entrepreneurship.

Methods: In this interventional study, 40 female students in sixth grade were selected by available sampling and randomly divided into two groups of 20 (20 in the intervention group and 20 in the control group). Then, the intervention group was given the necessary training for 5 one-hour sessions. The investigated variables were collected from demographic questionnaires, Abedi’s creativity, and Lumpkin and Dess’s tendency to entrepreneurship through pre-test and post-test. Data analysis was performed using SPSS software (version 25) and descriptive statistical methods of covariance test.

Results: In terms of parents’ education level and household income, no difference was observed between the two groups (P > 0.05). The average score of creative thinking in the intervention group increased from 67.55 before the intervention to 75.75 after the intervention; however, in the control group, the average score decreased from 20.68 in the pre-test to 55.61 in the post-test. Additionally, the average score of entrepreneurial tendency in the intervention group increased from 43.75 before the intervention to 54.50 after the intervention; however, in the control group, the average score increased from 40.10 to 42.50.

Conclusions: The constructivist teaching method plays a significant role in the learning approach. In addition, the use of this method can be effective in increasing the tendency to entrepreneurship. Considering the importance of entrepreneurship, teaching constructivist courses in universities and schools is appropriate.