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題名：國小學童科學創造力成長歷程之縱貫性分析
書刊名：科學教育學刊
作者：蕭佳純 引用關係
作者(外文)：Hsiao, Chia-chun
出版日期：2015
卷期：23:1
頁次：頁23-51
主題關鍵詞：科學創造力；階層線性模式；縱貫性分析；Scientific creativity；Hierarchical linear modeling；Longitudinal analysis
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:172
  • 點閱點閱:133
本研究以1,079名國小學童為對象，在經過四次長期追蹤調查之後，利用階層線性模 式分析三個層次因素對於科學創造力成長速率的影響。研究結果發現，學生科學創造力在 初階段具有個別差異且呈現先上後下的發展。參與科展的學生其科學創造力成長曲率高於 未參加科展的學生；科學學習動機中的自我效能對學生科學創造力的初始狀態及成長曲率 具有影響。教師創意角色認定對學生初階段的科學創造力有直接影響，也會強化成就動機 與科學創造力之間的關係。若教師表現出多元的創意教學行為，也會正向調節動機對科學 創造力線性成長率的影響；並且，教師若展現心胸開放、意義學習的創意教學行為，也會 強化學生內在價值與科學創造力線性成長速率之間的關係。
Having 1,079 elementary pupils from grades four to six as the research subjects, longterm investigations has been proceeded four times and the growth model in Hierarchical Linear Modeling is utilized for analyzing the effects of factors in hierarchy one (time, creativity tendency), hierarchy two (gender, motivation, and experience in attending science show), and hierarchy three (teachers’ creative role identity and creative instruction) on the development of creativity. The research findings show that students’ scientific creativity presents individual differences in the preliminary stage and first-up-then-down development, and curiosity in creativity tendency appears significantly negative effects on creativity. Moreover, students participating in science shows reveal higher scientific creativity development curve than the ones not participating in science shows, and self-efficacy in motivation shows effects on the initial state and dynamic development of students’ scientific creativity. Teachers’ creative role identity presents direct effects on students’ scientific creativity in the preliminary stage and could reinforce the relations between the achievement motivation and the scientific creativity of students. Furthermore, a teacher’s multiple creative instructions could positively adjust the effects of students’ motivation on the linear development of creativity. Besides, a teacher presenting creative instructions with open mind and meaningful learning could also reinforce the relations between students’ inner value and the linear development of scientific creativity.
期刊論文
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研究報告
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圖書
1.教育部(2003)。創造力教育政策白皮書--打造創造力國度。臺北市：教育部。  延伸查詢new window
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圖書論文
1.Csikszentmihalyi, M.、Wolfe, R.(2000)。New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education。International handbook of giftedness and talent。Elsevier。  new window
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3.Barell, J.(1991)。Reflective teaching for thoughtfulness。Developing minds: A resource book for teaching thinking。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
4.Mayer, R. E.(1999)。Fifty Years of Creativity Research。Handbook of Creativity。Cambridge University Press。  new window
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6.Sternberg, R. J.、Lubart, T. I.(1999)。The concept of creativity: prospects and paradigms。Handbook of creativity。Cambridge University Press。  new window
 
 
 
 
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