本研究旨在探討國中生認知風格與科技創作表現之關係，並根據研究結果提出建議，作為生活科技教師未來發展教學活動、提昇學生科技創作表現之參考。本研究以「認知風格」為自變項，「科技創作表現」為依變項進行量化研究，研究對象為臺北市立某國民中學七年級7個班共255位學生。研究工具為「認知風格量表OSIVQ」及「科技創作表現評分表」。本研究使用Blazhenkova與Kozhevnikov（2009）所編製的「認知風格量表OSIVQ」，將認知風格分為「語文導向」、「物件視覺導向」、「空間視覺導向」。「科技創作表現評分表」則分為「整體評分」、「樣式創新」、「材料創新」、「結構創新」四個評分項度。所得資料以描述統計、獨立樣本t檢定、Pearson積差相關等統計方法進行資料處理。本研究主要發現如下： 1. 國中生的認知風格最偏向「物件視覺導向」，其次是「語文導向」，最不偏向「空間視覺導向」。女生的「語文導向」顯著高於男生，「物件視覺導向」不會因為性別的不同而有所差異，男生的「空間視覺導向」顯著高於女生。 2. 國中生的科技創作表現以「整體評分」最高，其次為「材料創新」，第三為「樣式創新」，最低為「結構創新」。 3. 國中生「物件視覺導向」的高低會影響科技創作表現的「整體評分」、「樣式創新」；「空間視覺導向」的高低會影響科技創作表現的「結構創新」。 4. 國中生「物件視覺導向」與科技創作表現的「整體評分」、「樣式創新」有顯著正相關；「空間視覺導向」與科技創作表現的「整體評分」、「結構創新」有顯著正相關。 最後，本研究依據研究發現，對教學應用與後續研究提出建議事項。
This study was to investigate the relations between junior high school students’ cognitive style and their technological creativity. In this quantitative study, cognitive style was used as an independent variable, while technological creativity served as a dependent variable. The participants of this study were 255 seventh-grade students in one Taipei municipal junior high school. The instruments of this study were both Object-Spatial Imagery and Verbal Questionnaire and Rubrics for Technological Creativity. The former instrument utilized in this study, proposed by Blazhenkova and Kozhevnikov (2009), divided cognitive styles into three major categories: verbalizer, object visualizer, and spatial visualizer. The latter instrument included four grading categories, which were overall score, style innovation, material innovation, and structure innovation. All the data obtained in the survey were statistically analyzed and processed by means of descriptive statistics, independent sample t test, and Pearson product-moment correlation. The major findings were summarized as follows: 1. A majority of the junior high school students were identified with an object visualizer cognitive style, whereas a minority of the students a spatial visualizer cognitive style. Females were more correlated with a verbalizer dimension than males, and vice versa in the dimension of spatial visualizer. Both males and females didn’t demonstrate any gender distinction in the object visualizer dimension. 2. With respect to Rubrics for Technological Creativity, the junior high school students scored the highest in overall score, followed by material innovation and style innovation. These students scored the lowest in structure innovation. 3. The scores of object visualizer exerted a significant effect on students’ overall score and style innovation of technological creativity. The scores of spatial visualizer influenced their structure innovation. 4. There existed a significant positive correlation between the students’ object visualizer and their overall score, and style innovation. In the meantime, their scores of spatial visualizer was significantly positively correlated to overall score and structure innovation of technological creativity. Finally, some suggestions were proposed for teachers, relative instructional applications and further studies.