本研究旨在探討創造性問題解決教學模式對國小學童自然科之學習效果。研究採不等組前後測準實驗設計,選取高雄市三所國民小學六個班級206位學生(實驗組:105人,男生52人,女生53人;控制組:101人,男生53人,女生48人)為實驗對象;其中實驗組學生接受10週創造性問題解決教學,控制組學生則接受一般教學,並於實驗後6個月進行追蹤測驗。測驗工具包括「教師創意思考教學檢核表」、「新編創造思考測驗」、「問題解決測驗乙式」以及「自然科學業成就測驗」。資料分析採單因子多變量共變數分析及獨立樣本t考驗。結果顯示:(1)實驗組學生在圖形創造力、問題解決能力及自然科學業成就的整體表現明顯優於控制組學生。(2)6個月後的追蹤,實驗組學生在語文創造力的表現明顯優於控制組的學生,具延宕教學效果;圖形創造力及問題解決能力的表現,具持續性效果。
This study mainly explored the effects of creative problem solving instruction on creativity, problem solving, and science performance for elementary schools pupils. The method of quasiexperiment with non-equivalent-group pretest-posttest design was employed. A total of 206 fifth grade pupils from 6 classes in three Kaohsiung elementary schools were assigned to an experiment group (n=105, 52 male, 53 female) with 10-week creative problem solving instruction, and a control group (n=101, 53 male, 48 female) by traditional instruction. The follow up test was done 6 months latter after the experimental instruction. The instruments include Creativity Test, Creative Problem Solving Test, and Subject Knowledge and Concept Test. The data were analyzed through One-Way MANCOVA and t-test. The results indicated that students in the experimental group perform better on figure creativity, problem solving competence, and science subject knowledge than those in the control group. The results of follow up test (6 months after the experiment) revealed that students in the experimental group perform better on verbal creativity than those in the control group, indicating the lasting effect of the instruction.