2015 Samadi Mohammadi Promoting Problem Solving And Creative Thinking In Schools.pdf

Volume 4, 2015

Promoting Problem Solving and Creative Thinking in Schools VIDA SAMADI1, COBRA MOHAMMADI2 1.Master of Sciences in Education (Primary Education) 2.Master of Sciences in Education (Curriculum Education)

Abstract: In a fast binary world, which deals with uncertainty and complex problems, as teachers can create and develop a learning environment that promotes creative thinking and problem solving skills in students? What types of methods and the climate of classroom make teachers should contribute to confront difficult electronic world, and how students can respond to this structural class activities? Therefore, this article puts forward a discussion about the complexity ofcreativity and shares the results of a one-year study conducted at the Iranian school. In this study, researchers examined the methods of teaching and classroom climate created by exemplary teachers who have proven exceptional training approaches, styles and techniques that have contributed to the building creative learning environment in which the decisive creative thinking and problem skills were increased. Keywords: Creative thinking; problem-solving; constructivism; pedagogic strategies; constructivism; learning Introduction: Several studies of educational psychology literature have shown that the numerous educational, training, and academic factors greatly influence the future of student learning and future performance Career workplace. Existing research in educational psychology, in additive to life experience, workplace experience, and individual ideas uncovered shortcomings in educational me hods and teaching strategies in that creative thinking and problem solving are cognizant at all levels of education. In addition, the observation of numerous scientific experiments that students meet during their undergraduate studies suggest that these shortcomings in the methods of teaching and strategy significantly hinder the ability of students to become productive workers. The survey have asked 460 students the following question: "Given that a student who leaves this school has to be a contributing member of society, what do you think are important skills, abilities and awareness crucial to your higher education? “Responses to this question did not include, but of the few that is fewer than 8, the proposal that students should have a creative 145

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thinking and problem solving skills to live out and competitive "Real" world. None of the answers has not written anything about the work or its role in to prepare students to face the ever-changing information globe. In a world that isaiming at a continuous flow of creativity and innovation, finding survey was dazzling schools administration! Thus, the authors of this article conducted this study to identify and examine examples of educational approacheseight carefully selected school teachers who added to the learning environment that nurtured by creative thinking and problem solving to encourage students to think creatively and critically. Research questions that helped steer research Process were: 1. What kinds of methods, strategies, interactions and communications made practice teacher to develop creative thinking and problem solving skills in students? 2. How did the personal characteristics of teachers promote creativity in classroom? 3. What were the students' standpoints via classroom environment that promoted creative thinking and problem solving? Methodology This study focused on training, research, and to identify teaching methods of model teachers. The researcher elected to conduct the study, the high school for the following reasons: a) the entry was possible; b) a compound of many processes teachers, programs, interactions, advanced technology, and future innovations existed; and c) spend enough time in the context.Was chosen few who exhibit excellence in the methods and strategies to promote creative thinking and classroom problem solving professor applicant pool. Students were the main source in determining the targeted sample teacher. Other information, such as teacher interviews, creative thinking list, and the students' responses with the assistance ofthe selection process. The researchers conducted semi-structured and informal interviews with selected students and teachers appear Featured, among them, the researchers found that the collection and analysis of cognitive attitude, style, and interactive classroom environment conducive to learning strategies, to try to encourage creative thinking and problem solving. Defendant pool of teachers in the LSC did not include part-time adjunct instructors because supplements do not have permanent position or long-term contracts, so students may not have had the opportunity. Thus, the researcher achieved a consistently, half-structured and informal surveys with selected respondents. Researcherdeveloped using ethnographic interview process recommended by Spradley (1979). The data that the researcher collected from classroom observations, exploration, research and surveys of students with respect to such classroom protection assistance in the preparation of the analysis findings. Artifacts (e.g., sound recordings and software), and assistance with data collection and analysis of the processes. Documents from the literature, curriculum Vitas teachers, and other important exclusive information, and writing students to teachers, available reference documents, as well as data from formal and informal interviews with students and teachers were also part of the data collection process.

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Procedures The researcher used the following procedure for the conduct of this study: Study processed in three stages. In stage I, the researcher achieved half-structured and easy interviews with students and teachers. A total of 220 half-structured interviews and easy Interviews were achieved to help in the selection of atopic teacher pool. In addition, the researcher selected and interviewed mentioned most often students from the data collection and analysis that showed clear signs of strengthening the learning environment that promotes creative thinking. Data collection, data analysis, process, test and design staff brings new interpretation, dialectical process (HDP),In naturalistic observational studies, the establishment of the authenticity of the method, which appears on all stakeholders (interested parties, such as government or teachers design) have the same record in the process to share findings, recommendations, and options. At the same time, the process educates and gives all interested story.HDP was continuous throughout the study. Datacollected and analyzed, with stage I of the students and teachers interviewed were the main tools in the identification of a targeted sample of teachers. Checklistsupport the process of selecting a model teacher, came out of the Data analysis, conclusions, and synthesis of scientific literature and assistance in development of a list. In the second stage, researchers continue to add data reflexive journal, scientific literature,documents exams, review, data collection, data analysis and verification processes members. Researcherattempted to form a connection between the common structures by introducing them into hermeneutic-dialectic circle. In addition, the researcher conducted classroom Observation and study of eight classrooms teachers. Stage III, the final stage continuum of stages I and II, included a review of student relations observed parameters of the class and the summary report. Data acquisition and data Analysis continued in the preparation of the final report. Data collection and analysis continued in the preparation of the report and a final presentation.  Continuous capture and observe from the classroom to analyze easy interviews, teacher and survey data, and surveys of student relations contributed to the creation of short case studies for further analysis of the data from the each teacher.  Researcher spent most of face to face interview; however, some Interviews were conducted by telephone, when the students were not able to meet with researcher personally. Analysis and data integration provides the following new data Collection from each interview, monitoring, interviews, critical occurrence, and informal talks with respondents.  Researchers have established the authenticity of all the design, interpretation of the dialectical process. Thus, the design of all stakeholders belongs Entrance is in the process to share findings, recommendations and lessons action. Achieve higher levels of information and mutual interest to explore the synthesis, the researchers collected the parties to different points of view compared stakeholders, these views, and compare them (Gobi and Lincoln, 1989).

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Data Analysis The researchers collected data and analyzed it in accordance with the naturalistic ethnographic inquiry and the guidelines set forth in the constant comparative method, interactive process, which consists of three parallel flow activity. Those three elements: decrease of data, display data, and the result of the exposure and checking (Grandson, Harris, Skipper & Allen, 1993). Data analysis followed each interview, each observation period, and at the conclusion of each parameter field intelligence. Researcher independently categories coded and systematically examined the data to determine the components and the whole relationship. ResearcherCollected, classified and sorted data the following interview, research, observations and surveys attitude. In addition, the data he collected during a recent interview from the response, for example, and compare it with the previous answer to find inconsistencies, inconsistencies, anomalies and negative cases.Systematic steps in analyzing data collected from this study involved design of context and review of these constructs into meaningful whole relations in accordance with the requirements of Lincoln and Guba (1985) four stages: • Using the detailed data of the items, observations and notes in small pieces of information, the researcher separately recorded content each interview question and observation data; they could exist independently without additional information, other than broad, general understanding context. • Emergent category designation, mix with temporal categories on index cards that related to the same content. All units are adapted to with categories of ideas. New units that were not a good fit compared to similarity to existing categories received a new classification. • The researcher analysis assumes that the refinement process is used in the case where the negative electrode, it is not necessary, without exception, for all known cases. Tuned to discretionary interpretation of the respondents and the accompanying collected Data, the researcher examined the data that contradicted construction of reality. • Researcher bridged data whenever two or more of the categories proposed unidentified link with the early data collection. Emerging categories supplemented by additional data collection. Rich, untapped sources of data have emerged for further data acquisition, analysis and study. • The process of interviewing, analysis, monitoring, and to identify new respondents continued to information not become excessive or long fallen into two or more categories of construction This is not in line with each other. The researchers expanded the sample of respondents, while the redundant, with respect to Information has been reached and a consensus was reached. At this point, the sampling concluded. Then, the researcher authored all structure in hermeneutic dialectic Process (HDP),to reach an accordance and to concurrently educate and empower all stakeholders involved. • The researcher followed the principles of naturalistic methods of investigation (Erlandson, et al. 1993; Guba and Lincoln, 1989; Lincoln and Guba, 1985) to communicate complex interrelationships and multiple realities of the study site in allow cognitive, emotional reaction on the part of the target audience. In addition, the researcher used different methods of naturalistic inquiry establish credibility and build confidence, portability, reliability and compliance. Because teaching, 148

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training, and education are complex structures, it would not be possible in this study to investigate, study, and report the results of all one educational factors imposed teachers and educators that affect the future performance of the student in the career workplace. To certify the reliability of this study, the researcher employed the following methods: • To establish credibility (equivalent to internal validity), the researcher used a number of methods to confirm that the process of collecting and analyzing Data not compromise accuracy. To better understand the environmental separate classes, teachers use techniques and strategies under class, cultural and social conditions, the researchers engaged in tough, long-term observations of the classroom. These long-term observations allow researchers to distinguish usually occurring circumstances of misconceptions about the classroom environment, caused by specific events or the freshness of the researcher and the respondents to each other's presence. Long-term participation also helped the researcher to build trust with respondents. During the interview, or immediately after, Researcher used a check-members of each respondent. Formal or informal comprehensive inspections of members confirmed the accuracy of the findings. Frequent and regular researcher, together with experts familiar with the study and its participants debriefs, check the data collection procedures, analysis and conclusions. Analyzed, reviewed, and listened to ideas and concerns of the researcher and asked leading questions to test the hypothesis and emerging design. Through methodological triangulation, the researcher cross-checked interpretation of the data collected during the interviews, reference materials, observation and relevant information. Student reports, documents, curricula, biographical information, commentary, newsletters, and notes provided background means to support the interpretation of the data analysis and audit. Reflective journal record recorded researcher allowed the researcher to process research and reflect on it as the study matured. In addition, researchers have attempted to explain or interpret the data discretionary. • To determine the tolerability (equivalent to external actions), the researcher used targeted sampling methods in the selection of respondents who could provide most information. • Certification of reliability (equivalent reliability) was a researcher, throughout the interview process, in the expert analysis with interested and informed person. In addition, the researcher presented the study Proposal on local and national conferences. In addition, the researcher also met with academic and industry experts to share emerging constructs from this study them. Installed audit helps the auditor in determining the validity of the study and demonstrate thatdocuments accurately and fairly in the process of interpretation and made by the researcher. • To set the corroboration (the equivalent of objectivity), the researcher built and maintained by the audit system of record that provides thick description for the request context and the process used to investigate it. To present the research process, all data were in the files, the original data files, data files and compression recovery. 149

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• The researcher has established the authenticity by combining all structures hermeneuticdialectic process. All stakeholders have an equal record in the process to share their designs with respect to the conclusions, recommendations, and options. Result For decades, education in the United States has experienced a quiet and gradual revolution objectives and the methods used to raise awareness for creative problem solving and creative experiences. However, many teachers still do not understand what changes occurred in the more creative side of education. Likewise, the irrelevant changes have taken place in the methods of teaching and teacher-student relationships (Hamza &Alhalabi, 1999; Smith & Ragan, 2000; Torrance, 1977; Torrance & Safter, 1990). There were several major factors of this study and interviews classroom observations of students and teachers, which contributed more than understanding of the student, the teacher and the field of creative thinking. These projects generated climate can greatly help teachers help lateral thinking ability and construct. And, although these factors different in nature and intensity of the creation of the teachers observed classes, such factors become pillars in the construction environment that fosters creative thinking and problem solving. Careful analysis of the data showed that these factors are repeated in Answers interviews and in the classroom observations. These factorsinclude: climate, teacher personality (character traits), teacher ratio (to Title and teaching), classroom management, teacher knowledge, and teacher-student interaction and student relationships. Designs that have emerged from this study shows that there is no ultimate method to use in training, and there is no the best way to stimulate the learning environment in the classroom that promotes creative thinking. Although these teachers’ different character, style of teaching, and in environment they have created, they have shared valuable quality. They are: 1) learned from failures and successes; 2) had a strong passion for what they do; 3) attracted a massive experience from exercising a positive impact on teaching and learning; 4) concern for student success and failure; 5) experienced a life is not unique prospects; 6) were very interested in the subject taught; 7) had a whole knowledge of other fields and areas of study; 8) use the analysis and synthesis processes in decision-making; 9) developed an extensive body of knowledge in this topic taught; and 10) created a unique, original styles and teaching methods. These characteristics have allowed these teachers to show wonderful results in the learning process, which is reflected in the students' responses and the survey of attitudes. Some teachers even more analysis, logic and systematic; seems to show some research and found more support. Some people are a combination of both. Despite their individual styles, approaches and differences from the classroom, all expressed their faith conduct training spontaneous, intuitive, unique, and original. In contrast, however, this nation education system tends to emphasize the more consistent, linear, logical, analytical, individualistic, and depends on the field of cognitive styles (Hilliard, 1989; Kuykendall, 1992).

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By Torrance and SAFTER (1990), students prefer to study innovative research, question, experiment, operation, and testing of hearing. Responding to the powerful cultural forces, however, pedagogics institutions encourage intelligence and logic, insisting that students learn the power. It is noteworthy that the students not learn only through authoritarian command. Authoritarian systems training lacks flexibility, originality, design, uniqueness, originality, fluency, and appropriateness of creative thinking. "Saving the lives of the people of the path and future security depends on its most important national resources; intellectual ability and, more importantly, creativity. It is high time that we learn all we can those resources "(Guilford, 1959, p. 2, Masuri & de Korte, 2005). In the atmosphere of the present invention, Paul Rotorua Lance wrote: "When the people or the people create their lives and grow when they stop doing what they rot and die. Teachers and students as colleges come from different walks of life; however, seeks to create a unique experience, and promote the praise of creative thinking and problemsolving for students and teachers. Many students seem to learn and to think more seriously, and in a "safe environment" more creative that is often used by students and teachers in the interview terminology. Their way of thinking, safe working conditions that they do not feel threatened, but it feels very convenient to express their views and ideas conditions. Many of these students are intuitive, courageous risk-takers; they are wonderful, open to change, creative, emotional, dedicated, and care about their experiences of learning. In turn, they also hold the same expectations their teachers. When they visited the researcher that is creative environment, students used the following key words, most often in to express their views: Education; pleaser; attraction; Freedom voice opinions; enthusiasm; comfortable and safe environment; humor; call; openness; teachers love to teach and to subject taught; support to think; The interaction of teacher and student; student-student cooperation, respect, and challenge their own thinking. They also expressed their opinions about the experience that they tend to have a students. Experience this experience stands in stark contrast, they have with favorite exemplary teachers. In those classes students often noted that, unlike the above-mentioned creative they felt stifled in terms of creative ideas. In addition, in their opinion, the overwhelming pressure on comply with and conform to the rigid class structure principles. On the other hand, participant pool of teachers selected for this study was open to new opportunities. Most of them spoke openly about the need to change the outdated educational the system. And most have expressed frustration with the rigid and "so traditional" Thinking and learning systems. They answered the students' questions, comments and questions; thought to check the importance and value of their students; but they are good at capturing the attention of students. Additionally, they understood the importance of basic skills to creativity and emphasized these skills in their classes. They are guided by the students in the learning process with caution, wisdom, and knowledge. Some teachers use a variety of approaches, not only to motivate students in their thinking, but also to make interest and excitement. Often they built the debates, discussions and role-playing 151

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scenarios for achieving such purpose. Without exception, these teachers are connected to the preliminary information and skills necessary prior to input new information and new knowledge. They used the Brainstorming activities and synaptic (known creative thinking technique making the familiar strange and the strange familiar) exercise related issues and ideas that seem difficult, if not impossible, to relate. Throughout the training Process, these teachers used the critical monitoring and continuous evaluation methods (through discussion, group projects, or the interaction of the teacher-student) to assist in preliminary diagnosis of the skills that students already possess. The creation of these teacher assessment was necessary to plan training and attention individual needs of students aiming to study new materials and new skills. In essence, these teachers are able to minimize trouble and prevent unnecessary directions;it allowed more time for teachers to focus on issues such as skills gaps and content misinterpretation (Gagne, et al, 1992; Smith & Ragan, 2000). Some of the teachers encouraged students to make connections independently; other compounds created for them. All of these teachers showed respect for the students and treated them as adults, young fellow, and future specialists. As contentious debate came out opposing views of student, these teachers showed respect to the opinions of everyone. Furthermore, they were not afraid to tell students: "I do not know." None of these teachers did not claim that he or she had all the answers; they are all looking for answers when students presented uncertainties. These teachers also provided guidance and direction to students; they critically, constructively and creatively monitoring and coaching issues activities and exercises. Without exception, these teachers spent a lot of time and effort, in addition to the physical limitations of time in the classroom. Before, during, or after the lectures, some of the teachers engaged students in the activities, exercises and games. These teachers informed the students with a view to such activities. Other teachers lecture and students engaged in the learning process by calling their attention and interest in the subject. Despite the nature of Tae Title, all teachers stirred the interest of students, comparing the important issues related to with unrelated issues. Through their unique style of teaching, these teachers possessed a rich body of experience and specificity domain knowledge. They also have non-specific global expertise in other unrelated fields. Neither of these followed the script, tough or otherwise; however, they all knew where they were, where to go, how to get there, and when they arrived, in order to achieve the maintenance of training Purpose. Despite their educational content styles, these teachers are reminded identify and discuss the non-context-related topics for the analysis of complex ideas; they information is transmitted and efficiently. The teacher stressed the importance of these meanings, the newly established data collection, processing it, and finishing it with discretion in deciding the issue of information, and its classification.All used uniquely individual approaches to stimulate curiosity and interest among the students; they told jokes, used humor, used individualized History, used the previous and current events, and is used metaphorical analogy. Not only do they cause so much interest, but also to help students develop their own ideas and depth of knowledge. 152

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Responding students' questions with other problematic issues, teachers created by halfstructured and open environment to enhance students' thinking and decision making skills. These teachers were leaders, mediators and trainers of their classes; they are balanced academic environment they created through intuition and query in order to better serve the needs of student learning and thinking. With the teacher as a guide, many students released thrust to dig deeper; explore unknown. These teachers have inspired students in their positive attitude and their passion for what they do. This attitude is not only encouraged students learn, but also helped to create a positive environment that promoted learning fun.Teachers enjoyed what they did and shared this pleasure with the students. Lead their classroom as an example and is constantly striving to inspire appreciation forteaching excellence, these teachers have taken countless efforts to become role models for their students. Some well-structured teaching methods were based lecture; other teachers rather free style of training. They performed a variety of activities focused on the student through class discussion, group discussions, games, (acting out problems and conflicts), brainstorming, and synaptic. They did not allow their individual learning methods, however, to exclude them from the accompanying students embark on a journey of thought and intelligence. Some teachers are more others practiced different techniques and strategies to create an environment fostered learning and creative thinking. Deserve mention; strength of this the study did not live in one exemplary teacher style, methods or strategies. These methods, styles and synthetic strategies to help create a learning environment to promote creative thinking and problem solving skills. Differences good teachers, effective teachers and between teachers of creative chaos caused by the researchers, when he tried to answer this complex question. To solve such a complicated issue, the researcher journeyed to meet with world-well known educational psychologist, and set this amazing question to Dr. Torrance. Amongstaneffective, good, and creative teacher, he replied that there is no distinction between them. He acknowledged that a good teacher is effective and creative. Understanding, measuring, and the development of creative thinking abilities are part of the great dream of the teacher to achieve a more humane form of education in which all children will have a better chance to achieve their individual capabilities. It is obvious from Importance to society, that the creative talent to be identified, developed, and used. (Torrance, 1977, p.33) Emerging findings established that, as a rule agree with Dr. Torrance structure. Finally, the researchers have an additional explanations: Good teachers can be effective teachers; but good teachers cannot be creative teachers. Good teachers can be effective teachers if they are used their effectiveness in favor of the student to achieve for educational purposes; However, effective teachers cannot be creative teachers. Creative teachers have good teachers and positive characteristics of effective teachers. Apart from that, their novelty and uniqueness is the creative fulfilled.Teachers and students have collaborated in these observed classroom settings to explore issues of concern to detect script and look for possible solutions. 153

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However, these teachers differed in how they were looking for such answers. Some teacher on the basis of their primary methods of training on discussion, controversial debate, drill and practice, exploration, and discovery. Other teachers on the basis of their Basic methodological approaches to lectures and presentations. In varying degrees, their methods were examined four areas of study. Some teachers focus on Cognitive training area; other teachers focused more attention affective domain involving motor skills and interpersonal skills. Only three of the eight teachers incorporate elements of all areas. This attention seemed to change in accordance with the discipline of the subjects taught and in accordance with the teacher interest in the subject he or she teaches. Most of the students in this study seemed concerned about the way in which that teachers treat them. Answers many students showed deep appreciation and admiration for the teachers selected for this study. They pointed out a lot of respect for those teachers who treated them with respect, honesty and integrity. In addition, students also showed appreciation for the teachers, who considered them as adults; people with specific rights, needs, feelings, and diversions capacity. Many of these students, who praise the teachers in this study said Researcher that they felt a lack of attention and lack of communication during Course of their academic studies with some other teachers. As a result, students feel resistance from the teachers who denied them. Their perceived refusal to give negative impressions, apathy, and a strong dislike for some In addition, the researcher noted during classroom observations that less structured classroom management .It seemed to provide greater flexibility and a greater likelihood for students to study than did the wellstructured classes. Students tended, however, in favor of some structure, unlike the structure is not quite. They would prefer to know that the teacher is expected of them in the achievement of the required learning objectives. That students seemed to be most afraid of failure; and, when they lacked the necessary skills input they also seemed to be less self-confidence. They preferred to more clearly determine by the structure of the class, because it reduces the ambiguity of the training content. Who are customized to well-structured classes other students learn in the classroom to complainthe lack of disintegration structure, Many students correlates Structure with compliance, monitoring, lack of flexibility and traditional lectures. Performance of student responses that they should feel humanitarian alliance with teachers. Achieving a balance structure, and flexibility in terms of the classroom; achieve educational goals; accommodate a variety of training needs; these exemplary teachers have shared all these qualities. Teachers to attract students' interest and stimulate curiosity in the learning process capability seems to achieve its purpose and content of learning is very important to educate them. Most students showed great interest in learning to creative team Analytical methods and commands as well. They were relaxed, comfortable the climate on the authority, the appropriate climate. Students of all ages who listen to their teachers; commands and requests feeling who found, unlike the teacher who issued. Open communication between the student and the teacher seemed to build trust therein. Exemplary teachers carefully, deliberately and consciously chosen and organized the material, which they presented to the students. They do not follow strictly existing guidelines, as their rich body of knowledge 154

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and in-depth; but they remembered about the learning objectives and how to achieve them. They have created open environment; encouraging an enabling environment that allowed students expand its efforts in training to become independent thinkers and problem solvers. Most students prefer a teacher to lead the class on coaching, guiding and facilitating the overall experience. Notably, some teachers use teacher-centered methods; they creatively feeling that they are self-centered classroom. In this type of class, teachers and lean towards a renewed and novelty; they entertain the students, making it out of the ordinary and are contrary to the existing rules, to gain popularity with their students. However, such work is not studentcentered; it is not controlled by op evaluated critically, logically or reasonably. They integrate technology into their classrooms and have higher technological skills than others. Three of the four teachers who felt a lack of support for their ideas, use a combination of methods of teaching. As Output Use these combined methods seem to allow a greater tendency to be creative in cool. Interestingly, the eight teachers selected for the targeted sample exhibiting a large difference in the classroom, on the integration of technical means. Some seemed to be enthusiastic about new technologies and actively sought to expand their knowledge in these areas. Others do not use the new technology in their classes, or they used them very little. These teachers seemed apathetic to the technology and have indicated that they do not use these tools. All eight teachers agreed that many incoming students lacked the necessary skills input; therefore, they tried to strengthen and update the students in the desired entry skills necessary for the study of the current object. In addition, many of the critical incidents researcher collected the entire study confirmed statements teacher that described the obstacles and difficulties in the integration of technology into classes. During the researcher conducted the study, college president and two of the three service chiefs of departments in middle management positions resigned. Conclusion Design emerging from this study indicate the importance of strengthening learning environment that promotes creative thinking and problem solving. as Result, the researcher noted that these teachers are built on teaching methods associations and education the following elements: 1) the environment in the classroom; 2) teacher traits of character; 3) classroom management; 4) The passion of the teacher and the attitude towards students, Subject, and training; 5) teaching style, what and how; 6) Teachers knowledge; 7) teacher-student interaction; and 8) the ratio of students. Emotions, attitudes, behaviors, boundaries and limit the impact of the temporary classroom culture is usually a length of a semester, the establishment of teachers and students. In this study, the researchers point out that this furthering creative thinking and problem solving skills those classroom atmosphere is: open, comfortable, relaxed, sophisticated, safe, supportive, trusting, humorous, voltage, and a joint. Such climatic rewarded creative behavior and encouraged thinking and investigating processes; Students can freely express through non-minatory, entertaining and enjoyable way opinions. This study selected approximate teachers have many common features. They are: 155

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accessible, personable, creative, caring, flexible, knowledgeable, energetic, It is interesting, motivating, creative, innovative, aesthetic, seekers of opportunities, leaders, astute, Original and unique. In addition, researchers noted that teachers manage conflicts and minimize interference, class design and practical environment to create the ability to innovate classroom activities are important to the smooth management of the environment of the classroom. The researcher noted that the passion for the subject content of influenced the manner in which people taught in class; which, in turn, reflects a strong commitment to student learning and success. It should be noted that the researcher noted that teachers who use a positive attitude toward students and the substantive content of stimulated curiosity in their students and as a result interest in the subject. As someone who teaches is vital to learning. Use a teacher of diverse techniques and strategies in the presentation of subject content, and leading reviews negotiate, and in the promotion of small interaction groups, nourishes student curiosity. These approaches encourage students to explore issues of contrasting views.Another important factor in selecting the content to be taught. Pay attention to the quality of education, the amount of information is not provided to support the students' curiosity and encourage exploration of esoteric help teachers. The researcher noted that the topic teachers selected for this study exhibited in-depth and rich specificity of knowledge in the subject area and Study. These teachers also spent a considerable amount of knowledge about other issues, the fact and domains. The researcher also noted that the teacher-student cooperation in class sought the assistance of the many option in the creative environment. In addition, these teachers displayed great respect for the students who were asked to unusually questions and who held conflicting views. References 1) Atkinson, R. & Shiffrin, R. (1968) Human Memory: A proposed system and its control processes. In Spence, K. and Spence, J. (eds), The psychology of learning and motivation: Vol. 2. New York: Rinehart and Winston. 2) Ben-Peretz, M. (1990) The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts. New York: State University of New York Press. 3) Bereiter, C. (1994) Constructivism, socioculturalism and Popper’s World 3. Educational Research,23(7), 21-23. 4) Brooks, J.G. and Brooks, M.G. (1999) The Courage to be Constructivist. In Educational Leadership, Nov. 1999, 57(3), 18-29. 5) Chua, M.H.P. & Leong, H. (1998) The Thinking Programmed in Singapore: an Overview. Unpublished paper cited by Han, C. (1999). 6) Citizenship Advisory Group (1998) Education for citizenship and the teaching of democracy in schools: Final report of the Advisory Group on Citizenship. London: Qualifications and Curriculum Authority. 7) CTGV, Cognition and Technology Group at Vanderbilt (1993) Designing learning environments that support thinking: The Jasper series as a case study. In Duffy, T.M., Lowyck, J and Jonassen, D.H. (eds), designing Environments for Constructive Learning, 9-36. Berlin: Springer-Verlag. 156

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8) Ennis, R.H. (1987) A Taxonomy of Critical Thinking Dispositions and Abilities In Baron, J.B. &Sternberg, R.J. (eds) Teaching Thinking Skills: Theory and Practice, 9-26. New York : W.H.Freeman. 9) Goodlad, J. (1984) A Place Called School. New York: McGrawHill. Cited by Brooks & Brooks(1993). 10)Honebein, P.C. Duffy, T.M. and Fishman, B.J. (1993) Constructivism and the design of learningenvironments: context and authentic activities for learning In Duffy, T.M., Lowyck, J. and Jonassen,D.H. (eds), Designing Environments for Constructive Learning. Berlin: Springer Verlag. 87-108.

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