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題名:運用資訊問題解決策略培養科技創造力成效之研究
作者:蔡秉恆
作者(外文):Tsai Peng-Heng
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:溫嘉榮
學位類別:博士
出版日期:2009
主題關鍵詞:大六教學法資訊問題解決策略創造力科技創造力驗證性因素分析結構方程模式Big6 skillsInformation problem solving strategyCreativityCreativity in technologyConfirmatory factor analysisStructural Equation Modeling
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實驗教學研究旨在運用資訊問題解決策略大六教學法,讓學生以資訊網路為學習資源,從製作科技產品的過程,探討創造力與科技創造力的訓練成效與模式分析。研究對象為國小五年級學生,以學生的自然與生活科技學習成就,將學生分為高分群、中分群、低分群,進行不同研究對象的二階段實驗教學,其學習主題:第一階段為「凹透鏡與凸透鏡」,第二階段為「聲音的探討與樂器製作」。
創造力的構念因素為流暢力、變通力、獨創力、精進力,科技創造力的構念因素為科技流暢力、科技變通力、科技獨創力、科技精進力,以探討各構念因素的訓練成效,並透過驗證性因素分析探討創造力與科技創造力之間的模式契合度。研究結果如下:
1. 大六教學法對不同學習成就學生之間的流暢力、變通力、精進力提升成效無顯著差異,但是對學習成就高者的獨創力提升成效,在學生熟悉的知識領域具有顯著效果。
2. 在大六教學法的學習過程,學生對領域知識的熟悉度愈高,對科技流暢力、科技變通力、科技獨創力、科技精進力的訓練成效愈佳。
3. 在大六教學法的學習過程,學生的學習成就愈高對科技流暢力、科技變通力、科技精進力的訓練成效愈佳。
4. 整體而言,大六教學法對獨創力與精進力具有顯著的提升成效。
5. 創造力與科技創造力的測量模式經驗證性因素分析,其模式契合度尚佳。
The aim of this experimental study was to investigate the training effect and the model analysis of creativity and creativity in technology let students use the internet as the learning recourses to manufacture a technological product by through applying the Big six skills - an information problem solving strategy. The participants were fifth grade students and they were divided into high score group, middle score group, and low score group according to their achievement in the learning area of science and technology. There were two learning projects in two periods of experimental instruction with different participants: the first project was concave and convex lens and the second project was the investigation of sound and create instrument.
The construct factors of creativity were the divergent thinking of fluency, flexibility, originality, and elaboration. The construct factors of creativity in technology were fluency in technology, flexibility in technology, originality in technology, and elaboration in technology. The objects were to investigate the training effect of each construct factors and to test the fitness of the measure model of creativity and creativity in technology by confirmatory factor analysis. The results were as follows;
1. There were no significant differences in the promotional effect of fluency, flexibility, and elaboration between the different learning achievement students by the Big six skills training; but there was significant effect in the promotional effect of originality of high learning achievement students in the familiar knowledge area.
2. The more familiar was the knowledge area to students, the better were the training effects of fluency in technology, flexibility in technology, originality in technology, and elaboration in technology by the Big six skills training.
3. The higher was the learning achievement of students, the better were the training effects of fluency in technology, flexibility in technology, and elaboration in technology by the Big six skills training.
4. To all the participants, the promotional effect of originality and elaboration was significant by the Big six skills training.
5. The fitness of the measure model of creativity and creativity in technology was just fine not perfect by confirmatory factor analysis.
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