合作學習對大學生專題製作創造力　影響之研究

The Influence of Cooperative Learning on the Creativity of Undergraduate Project Work

蕭錫錡(His-Chi Hsiao) ； 張仁家(Jen-Chia Chang) ； 黃金益(Chin-Yi Huang)

《科學教育學刊》 8卷4期 (2000/12) Pp. 395-410

https://doi.org/10.6173/CJSE.2000.0804.03

摘要

本研究旨在探討合作學習對於大學生專題製作創造力的影響，為達成研究目的，本研究乃透過文獻探討建立理論基礎，採用實驗研究法進行實驗教學。所使用之研究工具包含Torrance創造思考測驗（圖形甲式、語文乙式）、研究者自編「創意構想設計能力量表」、及「專題製作合作學習滿意度調查問卷」。本研究採用非隨機控制組前後測實驗設計，樣本為國立彰化師範大學工業教育系四年級的學生，有效樣本數共65名，分實驗組（團體組，採合作學習）和控制組（個人組，採個別學習），所得資料以獨立樣本t考驗及單因子共變數分析進行統計考驗。研究結果發現如下：一、合作學習與否對創造力的影響無顯著差異。二、合作學習與否對創意構想設計能力的影響無顯著差異。三、學生在創意構想設計思考點中，對於「產品的功能」、「構造」、「操作方法」及「物品的新用途」等四項思考點的反應次數較高，四、合作學習與否對於專題製作「形狀」及「產品的操作方法」二項思考點，實驗組顯著優於控制組。五、綜合任課老師的意見及學生在「專題製作」合作學習滿意度調查結果顯示，專題製作合作學習的過程，受到大部份同學的喜愛與歡迎，並認為可增進專題製作的認知、技能、情意及創造力等向度的能力。

關鍵字

合作學習 ； 專題製作 ； 創造力 ； 創意構想設計能力

並列摘要

The purpose of this study was to determine the effectiveness of cooperative learning to creativity of undergraduate project work. The instruments of this study were consisted of the verbal and figural forms of Torrance Test of Creative Thinking, the idea-design creativity test and the questionnaire of satisfaction of the cooperative learning compiled by the authors. The experimental design for this study was a quasi-experimental pretest-posttest design. Subjects were 65 senior students from the department of industrial education and technology of National Changhua University of Education. The experimental group received the cooperative learning program for one semester in project work while control group received individual study in project work. The One Way Analysis of Covariance and t-test were conducted to analyze the data. The major findings of this study are as follows: 1. There were no significant differences on the enhancement of the scores of originality, flexibility, fluency, elaboration and total in figural and verbal creative thinking abilities between the experimental group and control group students, 2. There were no significant differences on the scores of creativity, fluency, and total in the creativity of idea-design between the experimental group and control group students, 3. Students react more often on the function, structure, operation method of the product, and the new use of article in the creativity of idea-design, 4. The cooperative learning method improved the point of thinking of the shape and operation method of the product in project work, and 5. Both the teachers and the students enjoyed cooperative learning method, and thought it would improve the abilities of cognitive, psychomotor, affective, and creativity domains.