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題名:
認知模式創意問題解決之電腦輔助教學課程:年級與智能之學習差異
書刊名:
教育與心理研究
作者:
許瑛珍
作者(外文):
Hsu, Ying-jen
出版日期:
2016
卷期:
39:4
頁次:
頁61-86
主題關鍵詞:
創意問題解決
;
電腦輔助教學
;
認知歷程
;
Creative problem solving
;
Computer assisted instruction
;
Cognitive process
原始連結:
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相關次數:
被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:0
點閱:161
本研究的主要目的是在驗證以自編的電腦輔助課程進行創造力訓練之可行性。課程是以創意思考解題的認知歷程為架構,從釐清問題、搜尋主意、評價解答到付諸行動的逐程塑造,以訓練每個階段所需的認知技能,涵養所需的情意特質。為了解課程的學習困難度與適用年級,自變項為智能和年級;研究對象為國小三、四年級資優生和普通生,合計共176名學生。學習成效的檢視是利用前後測設計;評量工具包括陶倫斯創造思考測驗(TTCT) 的語文版與威廉斯創造力測驗(WCAP)的創造性傾向量表,分別用以評量創造力的認知與情意成分。並利用一份自編問卷以了解參與的學生對於參加此課程的主觀感受。研究結果顯示,本課程確實可增進創造力的認知能力;但對情意特質的影響,短期間尚看不出效果。就學習成效來看,年級與智能高低並不會帶來學習成效差異;然而,就課程意義的感受與興趣,一般生比資優生佳,三年級又比四年級好。創造力「四年驟降現象」只出現在資優生,一般生並無該現象。本研究結果顯示,以電腦輔助教學增進創造力的可行性;並建議三年級開始學習本CPS課程會比四年級適合。
以文找文
The primary purpose in this research was to explore the effect of applying an innovative computer-assisted instruction of creative problem solving (CPS) program to promote students’ creativity. The framework of this CPS program was based on a cognitive processing model which contained defining the problem, generating ideas, evaluating resolution, and implementing action. A sum of 176 gifted and regular students of 3rd-grade and 4th-grade participated in this research for verifing the role of grades and intellect in learning the CPS program. A pretest-posttest design was conducted to evaluate the effectiveness of the CPS program. Divergent thinking was measured using the verbal form of the Torrance Tests of Creative Thinking (TTCT), and affect was measured using the Test of Divergent Feeling of the Williams Creativity Assessment Packet (WCAP). In addition, a questionary was used to collect the participants’ subjective experience of attending the CPS program. The results revealed promotive learning effects on cognitive, although not on affective, components of creativity ability. Both the grades and intellects have no significant difference on the learning efficiency. However, for the feeling of interesting and useful, grade three students are better than grade four students and regular students better than gifted students. There is a forth-grade slump for learning the CPS program in gifted students, but not in regular students. The study reveal the feasibility of using computer-assisted instruction to promote students’ creativity. An early training with this CPS program for both regular and gifted students was suggested.
以文找文
Other
1.
Schack, G. D.(1993)。Effects of a creative problem-solving curriculum on students of varying ability levels。
期刊論文
1.
Claxton, A. F.、Pannells, T. C.、Rhoads, P. A.(2005)。Developmental trends in the creativity of school-age children。Creativity Research Journal,17(4),327-335。
2.
Torrance, E. P.(1968)。A longitudinal examination of the fourth grade slump in creativity。Gifted Child Quarterly,12(4),195-199。
3.
Runco, M. A.(2004)。Creativity。Annual Review of Psychology,55(1),657-687。
4.
Forrester, V.、Hui, A.(2007)。Creativity in the Hong Kong classroom: What is the contextual practice?。Thinking Skills and Creativity,2,30-38。
5.
Puccio, G. J.、Firestien, R. L.、Coyle, C.、Masucci, C.(2006)。A review of the effectiveness of CPS training: A focus on workplace issues。Creativity and Innovation Management,15(1),19-33。
6.
Haugland, S. W.(1992)。The effect of computer software on preschool children's developmental gains。Journal of Computing in Childhood Education,3(1),15-30。
7.
Lee, I. R.、Kemple, K.(2014)。Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity。Creativity Research Journal,26(1),82-94。
8.
Clements, D. H.(1995)。Teaching creativity with computers。Educational Psychology Review,7(2),141-161。
9.
Chant, R. H.、Moes, R.、Ross, M.(2009)。Curriculum construction and teacher empowerment: Supporting invitational education with a creative problem solving model。Journal of Invitational Theory and Practice,15,55-67。
10.
Chen, Y.、Cheng, K.(2009)。Integrating computer-supported cooperative learning and creative problem solving into a single strategy。Social Behavior and Personality,37(9),1283-1296。
11.
Cramond, B.、Martin, C. E.、Shaw, E. L.(1990)。Generalizability of creative problem solving procedures to real-life problems。Journal for the Education of the Gifted,13(2),141-155。
12.
Darvishi, Z.、Pakdaman, S.(2012)。Fourth Grade Slump in Creativity: Development of Creativity in Primary School Children。GSTF International Journal of Law and Social Sciences,1,40-48。
13.
Fontenot, N. A.(1993)。Effects of training in creativity and creative problem finding upon business people。Journal of Social Psychology,133(1),11-22。
14.
Giangreco, M. F.(1993)。Using creative problem-solving methods to include students with severe disabilities in general education classroom activities。Journal of Educational and Psychological Consultation,4(2),113-135。
15.
Isaksen, S. G.、Gaulin, J. P.(2005)。A reexamination of brainstorming research: Implications for research and practice。Gifted Child Quarterly,49(4),315-357。
16.
McCluskey, K. W.、Baker, P. A.、McCluskey, A. L. A.(2005)。Creative problem solving with marginalized populations: Reclaiming lost prizes through in-the-trenches interventions。Gifted Child Quarterly,49(4),330-341。
17.
Russo, C. F.(2004)。A Comparative Study of Creativity and Cognitive Problem-Solving Strategies of High-IQ and Average Students。Gifted Child Quarterly,48(3),179-190。
18.
Scott, G.、Leritz, L. E.、Mumford, M. D.(2004)。The effectiveness of creativity: A quantitative review。Creativity Research Journal,16(4),361-388。
19.
Sewell, A. M.、Fuller, S.、Murphy, R. C.、Funnell, B. H.(2002)。Creative problem solving: A means to authentic and purposeful social studies。The Social Studies,93(4),176-179。
20.
Torrance, E. P.(1972)。Predictive validity of the Torrance test of creativity thinking。Journal of Creative Behavior,32,401-405。
21.
Treffinger, D. J.(1995)。Creative problem solving: Overview and educational implications。Educational Psychology Review,7(3),301-312。
22.
Williams, F. E.(1971)。Assessing pupil-teacher behaviors related to a cognitive- affective teaching model。Journal of Research and Development in Education,4(3),14-22。
23.
Wu, J.、Albanese, D. L.(2013)。Imagination and creativity: Wellsprings and streams of education-the Taiwan experience。Educational Psycholog,33(5),561-581。
24.
Guilford, J. P.(1956)。The structure of intellect。Psychological Bulletin,53(4),267-293。
25.
Isaksen, S. G.、Treffinger, D. J.(2004)。Celebrating 50 years of reflective practice: Versions of creative problem solving。Journal of Creative Behavior,38(2),75-101。
圖書
1.
Lipman, Matthew(1988)。Philosophy goes to school。Temple University Press。
2.
愛德華•波諾、李宏偉(1997)。應用水平思考法。台北市:桂冠。
延伸查詢
3.
Sternberg, Robert J.、Lubart, Todd I.、洪蘭(1999)。不同凡想。台北:遠流出版社。
延伸查詢
4.
Mayer, R. E.(1991)。Thinking, problem solving, cognition。New York:Freeman and Company。
5.
Davis, G. A.、Rimm, S. B.、Siegle, D.(2011)。Education of the gifted and talented。Pearson。
6.
李乙明(2006)。陶倫斯創造思考測驗:語文A和B版。臺北市:心理。
延伸查詢
7.
吳武典、胡心慈、蔡崇建、王振德、林幸台、郭靜姿(2007)。托尼非語文智力測驗。臺北市:心理。
延伸查詢
8.
金壽璟、趙賢淑(2005)。100種大發明的創意。高雄市:學研館。
延伸查詢
9.
McIntosh, J. E.、Meacham, A. W.(1992)。Creative problem solving in the classroom: The educator s handbook for teaching effective problem solving skills。Waco, TX:Prufrock Press。
10.
Torrance, E. P.(1987)。Simvey of the uses of the Torrance test of creative thinking。Bensenville, IL:Scholastic Testing Service。
11.
林幸台、王木榮(1999)。威廉斯創造力測驗。臺北市:心理。
延伸查詢
12.
Treffinger, D. J.、Isaksen, S. G.、Stead-Dorval, K. B.(2006)。Creative problem solving: An introduction。Prufrock Press。
單篇論文
1.
Torrance, E. P.(1967)。Understanding the fourth grade slump in creative thinking(ED 018273)。
圖書論文
1.
Cropley, A. J.(1997)。Fostering creativity in the classroom: General principles。The creativity research handbook。Cresskill, NJ:Hampton Press。
2.
Finke, R. A.(1995)。Creative realism。The creative cognition approach。Cambridge, MA:MIT Press。
3.
Runco, M. A.、Charles, R. E.(1997)。Development trends in creative potential and creative performance。The creativity research handbook。Cresskill, NJ:Hampton Press。
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