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題名：科學創造思考能力的提昇--「探究性問題」的形成
書刊名：國立臺北師範學院學報. 數理科技教育類
作者：連啟瑞 引用關係／盧玉玲 引用關係
作者(外文)：Lien, Chi-jui／Lu, Yu-ling
出版日期：2005
卷期：18:1
頁次：頁29-58
主題關鍵詞：提問能力；擴散思考；聚斂思考；創造力；科學學習；心念構圖；探究性問題；Question-asking skill；Divergent thinking；Convergent hinking；Creativity；Science learning；Mind mapping；Scientific research questions
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
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科學「探究性問題」之形成是創造思考的一種體現，本研究結合擴散性思考與聚斂性思考，探討提昇學生科學之提問能力與提問品質的教學策略。研究對象為國小四年級學生，研究採準實驗研究法進行。參與研究學生，實驗組與控制組，各皆為49 人；兩組之訓練模式均包括「心念構圖」訓練與「語詞句型」訓練，其差異僅在於實驗組實施之「心念構圖」訓練中加入學生之個別學習與教師對個別學生之作業指導。研究結果發現，對小四學生而言： 一、未接受實驗教學前，學生未具「心念構圖」表達其內在關聯想像之能力。二、經「心念構圖」練習，學生之「心念構圖」能力能有明顯之改變與成長。三、以擴散思考為主的「心念構圖」訓練模式可增加學童提問面向的廣度及多元化之變因思考。四、學生的個別練習與教師對學生之個別作業指導，在提昇科學的「心念構圖」能力，具關鍵性成效影響。五、一般而言，小學四年級學生所提出科學之問題，主要在低層次之範疇。六、「語詞句型」訓練在提昇學生使其具有高層次之「探究性問題」提問能力方面，具有關鍵性功能。七、以聚斂思考為主的「語詞句型」訓練模式可提昇學生提出「探究性問題」的層次。八、本研究之「心念構圖」訓練與「語詞句型」訓練結合的方式，分別促進擴散思考與聚斂思考，可以有效地幫助學生提出對學生自身而言具有創造性意義的科學「探究性問題」。
The forming of scientific “research questions” is an embodiment of creativity thinking. This study, combined divergent thinking and convergent thinking, explores the strategies for promoting students’ scientific research questions. The quasi-experimental design was used in this study. Participants were two fourth-grade classes with 49 students in each. One class served as the experimental group and the other class served as the control group. The training model, treated for both group, included the “Mind Mapping Training” and the “Syntax for Forming Question Training”. The only difference in the treatments for two groups was that the experimental group included individual learning and individual instruction for mind mapping. The research findings were as follows: 1. Before this study, student did not have the ability to use “mind mapping “ to express their inherent thinking yet. 2. Through “mind mapping“ practice, students’ abilities to make “mind-mapping“ improved obviously. 3. The mind mapping training, which was based on divergent thinking, could increase the scope and diversity of students’ questions. 4. Through individual learning and individual instruction, students’ ability to make mind mapping in science discipline was enhanced effectively. 5. Scientific questions proposed by fourth-grade students were mainly in the category of the low level. 6. The “Syntax for Forming Question Training” played a key role in promoting students’ scientific questions from low-level to high-level. The “Syntax for Forming Question Training” based on convergent thinking could increase the profundity of students’ questions substantially.
期刊論文
1.Steyn, T.、De Boer, A. L.(1998)。Mind mapping as a study tool for underprepared students in mathematics and science。South African Journal of Ethnology，21(3)，125-131。  new window
2.Brinkmann, A.(2003)。Mind mapping as a tool in mathematics education。Mathematics Teacher，96(2)，96-101。  new window
3.Caton, M.(2003)。Brainstorming made easy。eWeek，20(42)，57。  new window
4.Good, B.(2002)。A call for creative teaching and learning。Creative Nursing，8(4)，4-8。  new window
5.Lim, S. E.、Cheng, P. W. C.、Lam, M. S.、Ngan, S. F.(2003)。Developing reflective and thinking skills by means of semantic in kindergarten teacher education。Early Child Development and Care，173(1)，55-72。  new window
6.Mueller, A.、Johnston, M.、Bligh, D.、Wilkinson, J.(2002)。Joining mind mapping and care planning to enhance student critical thinking and achieve holistic nursing care。Nursing Diagnosis: The Official Journal of the North American Nursing Diagnosis Association，13(1)，24-27。  new window
7.Petrini, C. M.(1994)。Creating creativity。Training & Development，48(11)，11-16。  new window
8.Smith, B.(2002)。Make the link。Times Educational Supplement，4480，28-29。  new window
9.Williams, C. H.(1997)。Doing critical thinking together: Applications to government, politics, and public policy。Political Science and Politics，24(3)，510-516。  new window
10.Carlsen, W. S.(1991)。Questioning in classrooms: A sociolinguistic perspective。Review of Educational Research，61(2)，157-178。  new window
11.King, Alison(1994)。Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How To Question and How To Explain。American Educational Research Journal，31(2)，338-368。  new window
12.錢秀梅(20030600)。心智圖法教學方案對身心障礙資源班學生創造力影響之研究。國小特殊教育，35，17-26。new window  延伸查詢new window
13.Farrand, P.、Hussain, F.、Hennessy, E.(2002)。The efficacy of the 'mind map' study technique。Medical Education，36(5)，426-431。  new window
14.Smith, E. L.、Blakeslee, T. D.、Anderson, C. W.(1993)。Teaching strategies associated with conceptual change learning in science。Journal of Research in Science Teaching，20，111-126。  new window
15.連啟瑞、盧玉玲(19970600)。國小高年級學童對物質類感興趣問題的分析與應用。科學教育學刊，5(2)，191-218。new window  延伸查詢new window
16.Kenny, J.(2004)。Mind-mapping: It's totally mental。Times Educational Supplement，4588，28-29。  new window
17.Guilford, Joy Paul(1950)。Creativity。American Psychologist，5(9)，444-455。  new window
圖書
1.張玉成(1991)。教師發問的技巧。臺北：心理出版社。  延伸查詢new window
2.Browne, M, N.、Kelly, S. M.(1998)。Asking the right questions。Upper Saddle River, N.J.：Prentice Hall。  new window
3.Cropley, A. J.(2003)。Creativity in education & learning。St Ives pic：Clays Ltd.。  new window
4.Gallas, K.(1995)。Talking their way into science。New York：Teachers College Press。  new window
5.Halpem, D. F.(1996)。Thought & knowledge。N. J.：Lawrence Erlbaum Associates, Publishers Mahwah。  new window
6.Israel, L.、Buzan, T.(1991)。Brain power for kids: How to become an instant genius。  new window
7.Kuffler, S. W.、Nicholls, J. G.、Martin, A. R.、張人驥、潘其麗(1995)。神經生物學：從神經元到大腦。臺北：淑馨出版社。  延伸查詢new window
8.Mcpeck, J. E.(1990)。Teaching critical thinking。New York：Routledge。  new window
9.Shaughnessy, M. F.(1995)。On the theory and measurement of creativity。New Mexico。  new window
10.Simonton, D. K.(1999)。Origins of genius。New York：Oxford University。  new window
11.Starko, A. J.(2001)。Creativity in the classroom。N.J.。  new window
12.Goodnough, K.(2002)。Student and teacher perceptions of mind mapping; A middle school case study。New Brunswick。  new window
13.毛連塭、郭有遹、陳龍安、林幸台(20000000)。創造力研究。臺北：心理。new window  延伸查詢new window
單篇論文
1.Fogarty, R.，Bellanca, J.(1993)。Patterns for thinking; Patterns for transfer. A cooperative team approach for critical and creative thinking in the classroom(ED 377964)。  new window
2.Mednick, M.，Mednick, S. A.(1965)。The associative basis of the creative process(ED003033)。  new window
3.Rothenberg, J. J.(1997)。Changes in pedagogy: A qualitative result of teaching heterogeneous classes(ED 408346)。  new window
4.Martino, G.，Sala, F.(1996)。Engaging students in large lecture classes(ED 405033)。  new window
 
 
 
 
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