「團隊創造力互動歷程模式」之建構--科學領域教學團隊的創意互動_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	「團隊創造力互動歷程模式」之建構--科學領域教學團隊的創意互動
書刊名：	教育心理學報
作者：	劉家瑜／林偉文／吳昭容
作者(外文)：	Liu, Chia-yu／Lin, Wei-wen／Wu, Chao-jung
出版日期：	2019
卷期：	51:1
頁次：	頁109-134
主題關鍵詞：	科學教學創新；教學團隊；團隊創造力；Group creativity；Scientific creative teaching；Teacher learning group
原始連結：	連回原系統網址
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:3 點閱:4

科學教師要能創新教學以提升學生學習興趣與效能，除了其個人特質與領域知能，教學領域中的社會組織－即教學團隊，亦扮演著支持或抑制創意表現的關鍵角色。本研究檢視一科學領域教學團隊的討論歷程，釐清成員們如何透過對話以擴展想法、促進理解，並探究團隊創造力之發生軌跡。本研究於七次參與觀察及四次半結構式訪談後，建構團隊創造力互動歷程模式。團隊對話文本採紮根理論為基礎的分析方式，依序找出團隊討論歷程的28個第一階意義分類及九個第二階意義分類；接著，以曼－惠特尼U考驗確認團隊創造力歷程之基本及特殊對話元素；其後，以訪談資料補足與修正模式。最後，依據研究結果建構團隊創造力互動歷程模式，成員會以基本對話元素穩定團隊運作，並以「目標性的脈絡」、「擴展」、「理解」、「暫停」、「訊息精緻化」等五個非線性固定的循環階段，促進團隊創造力的發生。最後亦討論此模式應可為有意參與或籌組社群的科學教師及團隊帶來實質助益。

以文找文

Creative teaching is becoming essential in sparking student's interests and enhancing their performances. To improve teaching, teacher learning group is a good way to support teacher competence development. However, few studies have focused on how teachers make effective dialogue and generate creativity with others within a teacher learning group. Thus, we adapted Csikszentmihalyi's systems model to reveal the way of the dialogue within a middle school science teaching group affected the developing process of group creativity. The mixed-method approach was adopted and data from video recordings and semi-structured interview during 2016-2017 were collected. We used constant comparative analysis to analyze the data. First, twenty-eight dialogue elements of group creativity in first order and nine in second order were identified. Next, a serial of Mann-Whitney U tests was conducted to examine the general and unique dialogue elements. After modifying by the interview data, the Interactional Group Creativity Model was constructed. In this model, group members would discuss fluently with the general dialogue elements. Furthermore, group creativity would be promoted with the unique dialogue elements, which are contained in five stages: 1. Goal-oriented context stage: Group members achieve shared understanding in group goals and directions; 2. Expanding stage: Group members demonstrate multiple teaching ideas proposing, alternative solution raising, and teaching resources sharing to broaden the group's thinking and knowledge; 3. Understanding stage: Group members perform illustration seeking, explaining, and feedback to reinforce group's knowledge basis in this stage; 4. Suspending stage: By distracting their attentions temporarily, group members consider more possibilities and developed appropriate ideas; 5. Information elaborating stage: Within the spiral circulation of the two stages, ideas and information are elaborated through contextualization and combination. It is noteworthy that the five stages are nonlinear but circles that might be generated within single or multiple stages. Group creativity developed and elaborated in the spiral circulation between the five stages. Based on the results, relevant empirical and theoretical research have been discussed, and the practical suggestions for scientific teacher groups have also been proposed.

以文找文

期刊論文
1.	Imants, J.(2002)。Relationships in the study of learning communities。School Effectiveness and School Improvement，13(4)，453-462。
2.	Tsai, W.-C.、Chi, N.-W.、Grandey, A. A.、Fung, S.-C.(2012)。Positive group affective tone and team creativity: Negative group affective tone and team trust as boundary conditions。Journal of Organizational Behavior，33(5)，638-656。
3.	West, M. A.、Hirst, G.、Richter, A.、Shipton, H.(2004)。Twelve steps to heaven: Successfully managing change through developing innovative teams。European Journal of Work and Organizational Psychology，13(2)，269-299。
4.	Erez, A.、Lepine, J. A.、Elms, H.(2002)。Effects of rotated leadership and peer evaluation on the functioning and effectiveness of self-managed teams: A quasi-experiment。Personnel Psychology，55(4)，929-948。
5.	Scribner, J. P.、Sawyer, R. K.、Watson, S. T.、Myers, V. L.(2007)。Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration。Educational Administration Quarterly，43(1)，67-100。
6.	Sawyer, R. Keith、DeZutter, Stacy(2009)。Distributed Creativity: How Collective Creations Emerge from Collaboration。Psychology of Aesthetics, Creativity, and the Arts，3(2)，81-92。
7.	Kind, P. M.、Kind, V.(2007)。Creativity in science education: Perspectives and challenges for developing school science。Studies in Science Education，43(1)，1-37。
8.	張雨霖(20160300)。從「教創意．適性學」到「適性教．學創意」。中等教育，67(1)，36-55。延伸查詢
9.	Hsu, Y.-S.、Lin, Y.-H.、Yang, B.(2016)。Impact of augmented reality lessons on students' STEM interest。Research and Practice in Technology Enhanced Learning，12(1)，1-14。
10.	Harvey, S.、Kou, C.-Y.(2013)。Collective engagement in creative tasks: the role of evaluation in the creative process in groups。Administrative Science Quarterly，58(3)，346-386。
11.	林裕豐、游瑩如、楊美珠、秦義雯、陳曼青、姜振田(20160300)。從高瞻計畫到教卓團隊金質獎談及教師專業學習社群發展實作課程--校園植物生態文創。中等教育，67(1)，137-159。延伸查詢
12.	Johnston, J.(2007)。Can children be creative in science?。Creative Teaching & Learning，8(1)，42-47。
13.	Lohman, M. C.、Finkelstein, M.(2000)。Designing groups in problem-based learning to promote problem-solving skill and self-directedness。Instructional Science，28(4)，291-307。
14.	Reiter-Palmon, Roni、Robinson, Erika J.(2009)。Problem identification and construction: What do we know, what is the future?。Psychology of Aesthetics, Creativity, and the Arts，3(1)，43-47。
15.	Sawyer, R. K.(2012)。Extending sociocultural theory to group creativity。Vocations and Learning，5(1)，59-75。
16.	Wenngren, J.、Ericson, A.、Parida, V.(2016)。Improving team activities in the concept development stages: Addressing radical development and open-ended problems。Journal of Promotion Management，22(4)，496-510。
17.	Hoever, I. J.、van Knippenberg, D.、van Ginkel, W. P.、Barkema, H. G.(2012)。Fostering team creativity: Perspective taking as key to unlocking diversity's potential。Journal of Applied Psychology，97(5)，982-996。
18.	Lee, Thomas W.、Mitchell, Terence R.、Sablynski, Chris J.(1999)。Qualitative Research in Organizational and Vocational Psychology, 1979-1999。Journal of Vocational Behavior，55(2)，161-187。

圖書
1.	Sawyer, R. Keith(2007)。Group genius: The creative power of collaboration。New York, NY：Basic Books。
2.	Leonard, D. A.、Swap, W. C.(1999)。When Sparks Fly。Boston, MA：Harvard Business School Press。
3.	Holsti, Ole R.(1969)。Content Analysis for the Social Sciences and Humanities。Addison-Wesley Publishing Company。
4.	Beaton, A. E.、Martin, M. O.、Mullis, I. V. S.、Gonzalez, E. J.、Smith, T. A.、Kelly, D. L.(1996)。Science achievement in the middle school years IEA's third international mathematics and science study (TIMSS)。Chestnut Hill, MA：Boston College。
5.	Association for Science Education(1999)。ASE survey on the effect of the national literacy strategy on the teaching of science。Hatfield：Association for Science Education。
6.	Sawyer, R. K.(2001)。Creating conversations: Improvisation in everyday discourse。Cresskill, NJ：Hampton Press。
7.	Finke, Ronald A.、Ward, Thomas B.、Smith, Steven M.(1992)。Creative cognition: Theory, Re search and Applications。MIT Press。
8.	Lincoln, Yvonna S.、Guba, Egon G.(1985)。Naturalistic Inquiry。Sage。
9.	Creswell, John W.、Plano Clark, Vicki L.(2007)。Designing and Conducting Mixed Methods Research。Sage Publications。
10.	Teddlie, Charles B.、Tashakkori, Abbas(2009)。Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences。Sage。
11.	Csikszentmihalyi, Mihaly(1996)。Creativity: Flow and the Psychology of Discovery and Invention。HarperCollins Publishers。

圖書論文
1.	Reiter-Palmon, R.、Herman, A. E.、Yammarino, F. J.(2008)。Creativity and cognitive processes: Multi-level linkages between individual and team cognition。Multi-level issues in creativity and innovation。Emerald。
2.	Mumford, M. D.、Reiter-Palmon, R.、Redmond, M. R.(1994)。Problem construction and cognition: Applying problem representations in ill-defined domains。Problem finding, solving, and creativity。Norwood, NJ：Ablex Publishing Corporation。
3.	Csikszentmihalyi, Mihaly(1988)。Society, culture, and person: A systems view of creativity。The nature of creativity: Contemproary psychological perspectives。Cambridge University Press。
4.	Gold, R.(1969)。Roles in sociological field observation。Issues in participant observation: A text and reader。Addison-Wesley。
5.	徐志文、張雨霖(2015)。以階層線性模式分析學校組織創新氣氛、教師教學效能對創造力教學之影響。創造力的研究與實踐。台北：華騰文化。延伸查詢
6.	Dunbar, Kevin(1997)。How scientists think: On-line creativity and conceptual change in science。Conceptual structures and processes: Emergence, discovery, and change。American Psychological Association。
7.	Reiter-Palmon, R.、Wigert, B.、Vreede, T.(2012)。Team creativity and innovation: The effect of group composition, social processes, and cognition。Handbook of organizational creativity。London：Elsevier。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	大學生應用臉部情緒感知適性行動學習系統於高齡服務學習成效之探究
2.	國民中學適性教育指標建構及其成效評估之研究
3.	從高瞻計畫到教卓團隊金質獎談及教師專業學習社群發展實作課程--校園植物生態文創
4.	從「教創意．適性學」到「適性教．學創意」

1.	探討科學領域教學團隊的創意互動及其脈絡因素
2.	十二年國民基本教育國中階段適性教育指標建構

無相關書籍

無相關著作

無相關點閱

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫