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題名：兒童解釋形態、領域知識及創意生活經驗與科技創造力之關係
書刊名：教育與心理研究
作者：鄭芳怡／葉玉珠 引用關係
作者(外文)：Cheng, Fang-yi／Yeh, Yu-chu
出版日期：2006
卷期：29:2
頁次：頁339-368
主題關鍵詞：解釋形態；領域知識；創意生活經驗；科技創造力；Explanatory style；Domain knowledge；Creative life experience；Technological creativity
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:165
  • 點閱點閱:104
近來創造力的研究已經朝向多向度互動模式的驗證以探究個體之創意發展，因此本研究的主要目的為：(一)瞭解國小學童在其解釋形態、領域知識及創意生活經驗與科技創造力表現之現況；(二)探討年級、解釋形態、領域知識及創意生活經驗對國小中、高年級學童科技創造力表現之關係。本研究的參與者包括418位學童；研究工具包括兒童解釋形態量表、創意生活經驗量表、科技創造力測驗與自然科成績。 本研究的主要發現為：(一)國小高年級學童較中年級學童傾向擁有正向之解釋形態；(二)年級及解釋形態對中高年級學童科技創造力之表現無交互作用效果，但年級對科技創造力有主要效果；(三)領域知識有助於中高年級學童在科技創造力的表現；(四)創意生活經驗對中高年級學童科技創造力的表現有顯著效果，且學童的創意表現與其「語文及肢體表演」的相關較其他創意生活經驗為高；(五)解釋形態、領域知識與創意生活經驗能有效區別中高年級學童之科技創造力組別，其中以年級及領域知識的區別力最高。
Recent research on creativity has put great emphasis on how multiple systems influence an individual’s creativity development. The main purposes of this study were (a) to understand the current situation of pupils’ explanatory style, domain knowledge, creative life experience, and technological creativity; and (b) to explore the relationships between pupils’ grade, explanatory style, domain knowledge, creative life experience and their technological creativity. The participants included 418 pupils. The employed instruments were The Questionnaire of Children’s Explanatory Style, The Questionnaire of Creative Life Experience, The Test of Technological Creativity, and the scores of Science. The main findings in this study were as follows: (a) There were grade differences on the pupils’ explanatory style; (b) although no significant interaction effect of grade ´ explanatory style on technological creativity was found, there were significant main effects of grade; (c) domain knowledge contributed to the pupils’ performance on technological creativity; (d) creative life experience had significant effects on the pupils’ technological creativity, and the indices of “language” and “performing arts” had the highest correlation with technological creativity; and (e) grade, explanatory style, domain knowledge, and creative life experience could effectively predict the pupils’ ability group membership of technological creativity, and grade as well as domain knowledge had better predictive power.
Other
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期刊論文
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8.Peterson, Christopher、Seligman, Martin E. P.(1984)。Causal explanations as a risk factor for depression: Theory and evidence。Psychological Review，91(3)，347-374。  new window
9.Runco, M. A.、Walberg, H. J.、Nemiro, J.(1998)。Personal Explicit Theories of Creativity。Journal of Creative Behavior，32(1)，1-17。  new window
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14.Cropley, Arthur J.(2000)。Defining and measuring creativity: Are creativity tests worth using?。Roeper Review，23(2)，72-79。  new window
15.Abramson, L. Y.、Seligman, M. E. P.、Teasdale, J. D.(1978)。Learned Helplessness in Humans: Critique and Reformulation。Journal of Abnormal Psychology，87(1)，49-74。  new window
16.George, J. M.、Zhou, J.(2001)。When Openness to Experience and Conscientiousness Are Related to Creative Behavior: An Interactional Approach。Journal of Applied Psychology，86(3)，513-524。  new window
17.Ashby, F. G.、Isen, A. M.、Turken, A. U.(1999)。A neuropsychological theory of positive affect and its influence on cognition。Psychological Review，106，529-550。  new window
18.吳靜吉(20020900)。華人學生創造力的發掘與培育。應用心理研究，15，17-42。new window  延伸查詢new window
19.Garner, R.、Alexander, P. A.(1989)。Metacognition: Answered and unanswered questions。Educational Psychologist，24(2)，143-158。  new window
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21.Fredrickson, Barbara L.(1998)。What Good Are Positive Emotions?。Review of General Psychology，2(3)，300-319。  new window
22.李大偉、張玉山(20000900)。科技創造力的意涵與教學。生活科技教育，33(9)，9-16。  延伸查詢new window
23.李賢哲(20011000)。以動手做（DIY）工藝的興趣培養中小學童具科學創造力之人格特質。科學教育月刊，243，2-7。  延伸查詢new window
24.洪榮昭、朱永裕、鄭廉鐙(20020400)。科技創作能力發展分析--以第二屆「POWER TECH：全國少年科技創作競賽」為例。臺灣教育，614，16-23。  延伸查詢new window
25.梁茂森(19960300)。魏納歸因理論之探研。高雄師大學報，7，101-126。new window  延伸查詢new window
26.Amabile, Teresa M.、Conti, Regina、Coon, Heather、Lazenby, Jeffrey、Herron, Michael(1996)。Assessing the Work Environment for Creativity。Academy of Management Journal，39(5)，1154-1184。  new window
27.Jonassen, D. H.(1997)。Instructional Design Models for Well-structured and Ill-structured Problem-solving Learning Outcomes。Educational Technology Research & Development，45(1)，65-94。  new window
28.Amabile, Teresa M.(1988)。A Model of Creativity and Innovation in Organizations。Research in Organizational Behavior，10(1)，123-167。  new window
29.葉玉珠(20000800)。「創造力發展的生態系統模式」及其應用於科技與資訊領域之內涵分析。教育心理學報，32(1)，95-121。new window  延伸查詢new window
30.Deci, Edward L.、Ryan, Richard M.(2000)。The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior。Psychological Inquiry，11(4)，227-268。  new window
31.程炳林(20000400)。國中生認知／意動成份與學習表現之相關研究。師大學報. 教育類，45(1)，43-59。new window  延伸查詢new window
32.Amabile, T. M.(1997)。Entrepreneurial Creativity through Motivational Synergy。Journal of Creative Behavior，31(1)，18-26。  new window
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34.Bandura, A.(1996)。Failures in Self-regulation: Energy Depletion or Selective Disengagement?。Psychological Inquiry，7，20-28。  new window
35.Bryan, T.、Bryan, J.(1991)。Positive Mood and Math Performance。Journal of Learning Disabilities，24(8)，490-512。  new window
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37.Cheng, S. K.(1999)。East-west Different in Views on Creativity: Is Howard Gardner Correct? Yes and no.。Journal of Creative Behavior，33(2)，112-125。  new window
38.Csikszentmihalyi, M.(1999)。If We Are So Rich, Why Aren't We Happy?。American Psychologist，54(10)，821-827。  new window
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40.George, J. M.、Zhou, J.(2002)。When Bad Moods Foster Creativity and Good Ones Don't: The Role of Context and Clarity of Feelings。Journal of Applied Psychology，87(4)，687-697。  new window
41.Gohm, C. L.、Clore, G. L.(2002)。Four Latent Traits of Emotional Experience and Their Involvement in Well-being, Coping, and Attributional Style。Cognition & Emotion，16(4)，495-518。  new window
42.Gohm, C. L.、Clore, G. L.(2000)。Individual Differences in Emotional Experience: Mapping Available Scales to Processes。Personality and Social Psychology Bulletin，26，679-697。  new window
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44.Kubzansky, L. D.、Wright, R. J.、Sheldon, C.、Scott, W.、Bernard, R.、David, S.(2002)。Breathing Easy: A Prospective Study of Optimism and Pulmonary Function in the Normative Aging Study。Annals of Behavioral Medicine，24(4)，345-354。  new window
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會議論文
1.張嘉芬、吳靜吉(1997)。國小高年級學生依附風格、創意教養環境與創造行為之關係。中國心理學會民國86年度年會。  延伸查詢new window
2.吳靜吉、郭俊賢、王家棣、羅添耀、田文彬(1995)。一般生活風格量表之建立。0。  延伸查詢new window
3.姚開屏、劉佳莉、陳貞妙(2004)。科學創造力統整式評量組合之發展：一個兩年研究的初步報告。0。  延伸查詢new window
4.葉玉珠、張瑋倫、徐悅淇、鄭芳怡(2003)。教育創新與創造力--年級 / 地區與國小學童創造力發展的動態關係。2004年第二屆創新與創造力研討會。  延伸查詢new window
研究報告
1.葉玉珠(2002)。國小中高年級學童科技創造力發展與其主要影響生態系統之動態關係。  延伸查詢new window
2.葉玉珠(2004)。創造力實踐歷程之研究－國小學童科技創造的認知歷程及其影響因素之訪談分析－以「自然與生活科技」領域為例，III。臺北。  延伸查詢new window
學位論文
1.高民凱(2001)。中學生解釋風格量表之編製及其效度研究(碩士論文)。彰化師範大學，彰化市。  延伸查詢new window
2.陳炳煌(2002)。學習單、思考風格及自我概念與國小高年級學童科技創造力之關係(碩士論文)。國立中山大學。  延伸查詢new window
3.徐佩君(2000)。父母管教方式、解釋風格、負向家庭生活經驗與兒童解釋風格之相關分析(碩士論文)。彰化師範大學，彰化。  延伸查詢new window
4.李慧賢(1996)。原住民學生創造力發展及其相關因素之研究--年級、性別、教師教學創新 行為、父母教養態度、社會支持與創意經驗、創造思考能力之關係(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
5.羅芝芸(1999)。兒童認知風格、情緒智力與問題解決能力之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
6.吳怡瑄(2002)。主題統整教學，教室氣氛，年級及父母社經地位與國小學童科技創造力之關係(碩士論文)。國立中山大學。  延伸查詢new window
7.李雅怡(2003)。年級、城鄉別、出生序、建設性思考、情緒能力與國小高年級學童科技創造力之關係(碩士論文)。國立中山大學，高雄市。  延伸查詢new window
8.張珮甄(2003)。國小五年級學童性別、出生序、家庭結構、情緒、創意個人特質與其科技創造力之關係(碩士論文)。國立中山大學，高雄市。  延伸查詢new window
9.楊智先(2000)。教師工作動機、選擇壓力、社會互動與創造力之關係(碩士論文)。國立政治大學。  延伸查詢new window
10.林珈夙(1997)。校長領導風格、教師創意生活經驗、教學創新行為與學校效能之關係(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
圖書
1.Feldman, D. H.、Csikszentmihalyi, M.、Gardner, H.(1994)。Changing the world: A framework for the study of creativity。Westport, CT：Greenwood。  new window
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18.Seligman, M. E. P.、Reivich, K.、Jaycox, L.、Gillham, J.(1999)。教孩子樂觀學習：兒童/青少年憂鬱防治計畫。教孩子樂觀學習：兒童/青少年憂鬱防治計畫。臺北市。  延伸查詢new window
19.Norem, Julie K.、齊若蘭(2002)。我悲觀，但我成功：負面思考的正面威力。遠流出版事業股份有限公司。  延伸查詢new window
20.Nolen-Hoeksema, S.、Girgus, J. S.(1995)。Explanatory Style and Achievement, Depression, and Gender Differences in Childhood and Early Adolescence。Explanatory Style。Hillsdale, NJ。  new window
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其他
1.張玉山(2000)。九年一貫科技課程的訂頒與後續因應，沒有紀錄。  延伸查詢new window
2.Csikszentmihalyi, Mihaly(1992)。Flow: The Psychology of Optimal Experience. New York, NY:。  new window
3.Yates, S. M.(1999)。Students' Explanatory Style, Goal Orientation and Achievement in Mathematics: A Longitudinal Study，0。  new window
圖書論文
1.Hocevar, D.、Bachelor, P. A.(1989)。A taxonomy and critique of measurements used in the study of creativity。Handbook of creativity。New York, NY：Plenum Press。  new window
2.Schunk, D. H.(1998)。Teaching elementary students to self-regulate practice of mathematical skills with modeling。Self-regulated learning: From teaching to self-reflective practice。New York, NY：The Guilford Press。  new window
3.Gruber, H. E.、Davis, S. N.(1988)。Inching our way up mount Olympus: The evolving-systems approach to creative thinking。The nature of creativity: Contemporary psychological perspectives。Cambridge University Press。  new window
4.Sternberg, R. J.、Lubart, T. I.(1999)。The Concept of Creativity: Prospects and Paradigm。Handbook of Creativity。Cambridge University Press。  new window
5.Ward, T. B.、Finke, R. A.、Smith, S. M.(1999)。Creative cognition。Handbook of creativity。Cambridge：Cambridge University Press。  new window
6.Csikszentmihalyi, M.、Wolfe, R.(2000)。New conceptions and research approach to creativity: Implications of a systems perspective for creativity in Education。International handbook of giftedness and talent。New York：Elsevier。  new window
7.O'Ouin, K.、Derks, P.(2000)。Humor and Creativity: A Review of the Empirical Literature。Creativity and Affect。Westport, CT：Ablex Publishing。  new window
 
 
 
 
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