Abolhasani, Z., & Safai Mohahed, S. (2018). Presenting a proposed framework for the work and technology curriculum of the first secondary level with an emphasis on the flipped classroom model,
research in curriculum planning, 16(61), 1-13.
https://doi.org/10.30486/jsre.2019.665140 [In Persian]
Baratian, M., & Bejani, H. (2013). Investigating the impact of the creativity training program on increasing the creativity of the students of the University of Police Sciences. Education in Law Enforcement Science, 1(2), 93-114.
https://sid.ir/paper/246459/fa.
Bazargan, A. (2018). An introduction to qualitative and mixed research methods. Tehran: Didar publishing house. [In Persian]
Bozurgmehri Bouzarjamohri, Kh., Hafizi, F., Askari, P., Makundi, B., & Pasha, R. (2017). The effectiveness of intelligence training based on Gardner's theory of multiple intelligences on emotional intelligence and creativity of fifth and sixth grade female students in Isfahan city. Knowledge and Research in Applied Psychology, 19(3), 50-61. doi: 10.30486/jsrp.2018.544561. [In Persian]
Cascini, G., Nagai, Y., Georgiev, G. V., & Zelaya, J. (2020). What can we learn from COVID-19 pandemic for design creativity research? , International Journal of Design Creativity and Innovation, 8(3), 141–143. [https://doi.org/10.1080/21650349.2020.1771867]
Chulvi, V., González-Cruz, M. C., Mulet, E., & Aguilar-Zambrano, J. (2013). Influence of the type of idea-generation method on the creativity of solutions.
Research in Engineering Design, 24(1), 33–41. https://doi. org/10.1007/s00163-012-0134-0.
Fatemi Aqda, M., Hamidi, F., & Rahimi, M. (2011). The comparative effect of computer-aided instruction and traditional teaching on student’s creativity in math classes, Procedia Computer Science, 3, 266-270.
Ganji, K., Beheshte, N., & Hedayati, F. (2012). The effect of teaching creativity to mothers on increasing the creativity of preschool children.
Innovation and creativity in humanities, 2(2), 71-93.
https://sid.ir/paper/223293/fa.
Ghasemi Poya, A. (2002). A practical guide to research in practice. Tehran: Research Institute of Education and Training. [In Persian]
Hojat, A. (2004). Creative-experiential education. Beautiful Arts Magazine, (18), 25-36.
Imamqoli Vand, F., Kadivar, P., & Sharifi, H. P. (2018). Predicting happiness and creativity based on school atmosphere with the mediation of academic engagement and social-emotional competence of female high school students. Educational Psychology Quarterly, 15(52), 155-181. doi: 10.22054/jep.2019.34325.2350.
Kefayat, M. (1994). Investigating the relationship between parenting methods and attitudes with creativity and recent practice with intelligence and academic achievement of first-year boys' high schools in Ahvaz, master's thesis, Shahid Chamran University, Ahvaz.
Mardali, L., Pirkhaefi, A., & Sedaghati Fard, M. (2021). The effectiveness of belief/motivational orientation and cognitive creativity/personality on the promotion of educational progress. Educational Psychology Quarterly, 17(61), doi: 10.22054/jep.2022.64267.3505.
Mihami, H., Dasmeh, P., & Bastan, M. R. (2018). The effect of creativity training on cognitive factors related to creativity: a report of the creativity and idea generation seasonal schools project in Fars. Education and Learning Studies (Shiraz University Social and Human Sciences), 10(1), 206-229. https://sid.ir/paper/522509/fa.
Moradi, R., Delavar, A., Rasouli, B., Saleh Rad, R., & Taheri, Z. (2018). The effectiveness of the four-component educational design model on students' morale in the course of experimental sciences. Educational Psychology Quarterly, 14(49), 153-172. doi: 10.22054/jep.2019.9561.1365.
Pirkhaefi, A. (2008). Creativity, basics and breeding methods, Tehran: Hazara Qoghnos. [In Persian]
Porrostai Ardakani, S., & Arefi, Z. (2016). Comparing the effectiveness of education based on educational computer games and education based on educational videos on students' creativity and motivation. Journal of Educational Technology, 11(4), 347-358. doi: 10.22061/jte.2017.733. [In Persian]
Qazi Asgar, S.N., Malekpour, M., Abedi, A., & Faramarizi, S. (2022). The effect of teaching Sternberg's successful intelligence program on increasing students' creativity and ambiguity tolerance, Applied Psychology Quarterly, 16(2), 11-35. doi: 10.52547/apsy.2021.224268.1193. [In Persian]
Salimi, Samin; Mohammad Hossein, Shahabi; Haghigi, Hamidreza; Iranmanesh, Hossein. (1999), TRIZ innovation algorithm, Tehran: Rasa Publications. [In Persian]
Sheu, D. D., Chiu, M. Ch., & Cayard, D. (2020). The 7 pillars of TRIZ philosophies, Computers & Industrial Engineering, 146 [https://doi.org/10.1016/j.cie.2020.106572].
Sternberg & Sternberg (2017). Cognitive Psychology, (Translation: Seyyed Kamal Kharazi and Elaha Hejazi, 2021), Tehran: Samit Publications.
Viskarmi, H., Biranvand, Z., & Biranvand, Z. (2018). The effectiveness of Tarez education on the philosophical mindset and metacognitive strategies of female students, New Cognitive Sciences, 21 (4).141-128. [In Persian]
Walsh, I., Holton, J. A., Bailyn, L., Fernandez, W., Levina, N., & Glaser, B. (2015). What Grounded Theory Is .A Critically Reflective Conversation Among Scholars: Organizational Research Methods, 18(4), 581-599.
Wöhler, J., Reinhardt, R. (2020). The users' perspective on how creativity techniques help in the idea generation process—A repertory grid study, Creativity and Innovation Management, 30, 144–163.
Yaqoubi, A., & Jahan, F. (2014). Comparison of the effectiveness of teaching and brainstorming on students' creativity, Journal of New Educational Ideas, 11(1), 103-122. [In Persian]
)