“情境式科學創造力測驗”之發展曁科學創造力之性別與年級差異分析

The Development of SSCT and the Analyses of Gender and Grade Differences in Scientific Creativity

葉玉珠(Yu-Chu Yeh) ； 彭月茵(Yueh-Yin Peng) ； 林志哲(Chih-Che Lin) ； 蔡維欣(Wei-Shin Tsai) ； 鍾素香(Su-Hsiang Chung)

《測驗學刊》 55卷1期 (2008/04) Pp. 33-60

https://doi.org/10.7108/PT.200804.0033

摘要

本研究的目的為：1.編製一份「情境式科學創造力測驗」(SSCT)並建立常模；2.了解四年級至九年級學生科學創造力的發展，以及不同性別與年級的學生之科學創造力差異情形；3.提供九年一貫課程「自然與生活科技領域」教學效果的評鑑指標。本研究的參與者為1,682位四年級至九年級學生（男、女生的比率為50.1%與49.9%）；所採用的研究工具包括SSCT、「生活問題解決測驗」(EPSP)及「自然與生活科技領域」成績。
SSCT強調生活情境中的創意問題解決；它不但解決以往創造力測驗能力指標間過度重疊的問題，也呼應創造力必須同時考量獨創性與價值性的呼籲。本研究的主要發現為：1.SSCT具有良好的再測信度與評分者信度；2.參與者在EPSP的得分和「自然與生活科技領域」的成績與SSCT有顯著相關，顯示SSCT具有良好的效標關聯效度；3.不同性別的國小階段、國中階段及全體參與者在SSCT的總分均無顯著差異；4.不同年級在SSCT總分有顯著差異；整體而言，中小學生的科學創造力發展可分為三個階段：四年級、五年級至六年級、七年級至九年級。

關鍵字

小學 ； 科學創造力 ； 國中 ； 常模 ； 情境測驗

並列摘要

The purposes of this study were: 1. to develop the Situation-based Scientific Creativity Test (SSCT) and to construct its scoring norm; 2. to depict the developmental trend of technological creativity among elementary and junior high school students as well as to explore the gender and grade differences on the SSCT; and 3. to provide an evaluation instrument for the teaching effectiveness in ”Natural Science and Life Technology”. The participants were 1682 4th to 9th graders (50.1% of boys and 49.9% of girls). The employed instruments were the SSCT, the Everyday Problem-solving Test (EPST), and the grades of ”Natural Science and Life Technology”.
The SSCT emphasizes the creative problem solving in real life; it not only resolves the issue of serious overlaps in measuring indices of creativity tests but meets the demand of measuring ”originality” and ”value” simultaneously. The main findings of this study were follows: 1. The SSCT had decent test-retest reliability and inter-rater reliability. 2. The participants' scores of the EPSP and their grades in ”Natural Science and Life Technology” were significantly correlated with the of SSCT, suggesting that the SSCT has good criterion-related validity. 3. No gender differences on the SSCT scores were found among the elementary, the junior high school, and all participants. 4. Grade had significant effects on the SSCT scores; the development of technology creativity during the period of 4th to 9th grade could be divided into three stages: 4th grade, 5th to 6th grade, and 7th to 9th grade.

並列關鍵字

elementary and secondary school ； norm ； scientific creativity ； Situation-based test

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