Investigating the comparative effects of thought training patterns on academic improvement of elementary school students in Urmia city of Iran

The goal of this research is comparative comparison of thought training pattern’s effect on girl student’s academic improvement in science curriculum in fifth grade of elementary school in zone one of Urmia city. Method of research in this survey is quasi- experimental with pre- test and posttest. Statistical population contains girl students in elementary fifth grade in zone one of Urmia city in Iran with total number equal to 2321. Sample volume in this research covers 4 classes of fifth grade with 38 students in each class. 3 classes are in experiment group and 1 class is in control group. Reliability coefficient of whole questionnaire is 86%. The main results of research are: academic improvement of students which are educated by using problem solving thought pattern is different in comparison with students which are not educated by this pattern. Academic improvement of students which are educated with problem solving thought pattern is different in comparison with students that are educated by using concept creating thought pattern. Also differences of student’s academic improvement average scores are not significant based on thought patterns, so that, students average academic improvement based on decision making thought pattern is equal to 2.46; students average academic improvement based on concept creating thought pattern is 1.17; student’s average academic improvement based on problem solving thought pattern is 2.69; and students average academic improvement in control group is equal to 1.43.