科學創造力課程成效之縱貫性分析

Longitudinal Analysis of Scientific Creativity Course Effectiveness

蕭佳純(Chia-Chun Hsiao)

《科學教育學刊》 25卷1期 (2017/03) Pp. 47-73

https://doi.org/10.6173/CJSE.2017.2501.03

摘要

本研究以自編的科學創造力課程融入國小自然與生活科技學科，選取實驗組學生157位、對照組學生211位，進行實驗課程教學，以瞭解課程成效及縱貫性發展。除了分析科學創造力的成長趨勢之外，更瞭解學生參加實驗與否、領域知識對於科學創造力成長趨勢是否有所影響。本研究一共進行四次實驗課程、四次調查，藉由階層線性模式發現，實驗組學生的科學創造力是呈現先下後上的趨勢，而對照組學生則是線性向下的發展趨勢。本研究除分析學生科學創造力受到時間變項的影響之外，也討論科學創造力是否為受到隨時間變動的共變項而影響其科學創造力，討論的變項包含了正向情緒、創意自我效能以及創造力傾向。其中，實驗組學生的創造力會受到創意成品、好奇性、挑戰性的正向影響，而對照組學生則是受到創意思考、創意成品、抗衡負面、冒險性的正向影響，可知，影響實驗組與對照組的科學創造力共變因素略為不同。另外，在實驗組學生部分，若領域知識越好，或是沒有補習，則成長曲率越快；但是在對照組來說，有補習的學生他們的科學創造力下降速率也將較快。整體而言，本研究所設計的融入式課程可有效提升學生的科學創造力。

關鍵字

正向情緒 ； 科學創造力 ； 創造力傾向 ； 創意自我效能 ； 縱貫性分析

並列摘要

A self-edited scientific creativity course was integrated into Science and Technology for elementary schools in this study to conduct the experimental course teaching with 157 students in the experimental group and 211 students in the control group in order to understand the course effectiveness and the longitudinal development. In addition to analyzing the growing trend of scientific creativity, it was expected to understand the effects of student participation in the experiment and the domain knowledge on the growing trend of scientific creativity. The experimental course was proceeded four times for 4 surveys. By using hierarchical linear modeling, it was found, from the conditional growth model, that the students in the experimental group presented downward and then upward trend on scientific creativity, while the students in the control group appeared linear downward development trend. This study explored the effect of time on students' scientific creativity and also discussed the effect of covariance with time, including positive emotion, creative self-efficacy, and creative tendency, on scientific creativity. Creative product, curiosity, and challenge showed positive effects on the creativity of students in the experimental group, while creative thinking, creative product, negative contention, and adventure revealed positive effects on the control group. Apparently, the covariance for the scientific creativity was different in the experimental group and the control group. Furthermore, the students in the experimental group with better domain knowledge or not going to cram schools showed faster growing curve, while the scientific creativity of students in the control group who go to cram schools reduced more rapidly. Overall speaking, the integrated course designed in this study could effectively promote students' scientific creativity.

並列關鍵字

Positive Emotion ； Scientific Creativity ； Creative Tendency ； Creative Self-Efficacy ； Longitudinal Analysis

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