認知概念連結、個人動機與人格特質於工程教育創造力之探討

Study on Cognitive Concept Connection, Personal Motivations, and Personal Characteristics in Creativity of Engineering Education

吳婷婷(Ting-Ting Wu) ； 吳育慈(Yu-Tzu Wu)

《工程與科技教育學術研討會論文集》 第六屆 (2017/05) Pp. 261-270

https://doi.org/10.6571/CETE.2017.05.22

摘要

以往的創造力教學中，對於創造力的認定則因觀點及領域的不同而有不同的解釋與看法，針對創造力的測驗及研究分析，大多以學生最後的成品作為判斷標準，即便是分析歷程也多為單一向度做討論。現今的學習管理平台皆可以提供數位歷程紀錄之功能，若能夠針對學習者於平台活動上之歷程去蒐集、分析、研究及探討，發掘學習者創造力發展之歷程中隱含的價值與資訊，將有助於創造力歷程的研究與行為之教學。因此，本研究以創造力學習為基礎，於資訊工程專題課程結合學習平台，依據學習平台上五個活動階段之目標，由教師從旁適時引導來幫助小組成員溝通、交流和互動來解決問題與困難，並由後台記錄其學習歷程，藉由歷程的蒐集、分析、研究及探討，可釐清且了解認知概念的連結、個人動機與人格特質對創造力生成因子的條件與影響。經研究分析結果可得知，創造力低的學習者較避免接受困難及複雜的工作挑戰，且較希望他人能協助訂定目標及規劃流程，但在經過學習平台及創造力教學活動後，其人格特質中想勝過他人表現等項目上，相對於創造力高的學習者表現較為提升。

關鍵字

創造力 ； 學習平台 ； 工程教育 ； 學習歷程 ； SCAMPER

並列摘要

Creativity education curricula have traditionally differed because there are different opinions and explanations among educators about the definition of creativity. In current creativity courses, teachers only use students' final created products to evaluate students' creativity. Few of them analyze and discuss students' creativity through produced process, environment and personal characteristics. Therefore, if we would integrate the learning platform into the traditional curriculum and utilize the application of multi-dimensional learning portfolios in learning platforms, it could explore the rich and valuable information of creative development process. Therefore, this study on the basis of creativity, learning, course information engineering project combining learning platform, on the basis of learning platform on the goal of five stages of exercise, and guided by teachers from the timely communication, communication and interaction to help team members to solve problems and difficulties, and record their learning process by the background. By process of collection, analysis, research and discussion, to clarify and understand the concept of cognitive links, personal motivation and personality traits and influence of the condition of creativity generated factor. According to the analysis results, the students with low creativity are more likely to avoid the difficult and complex challenges and prefer someone to help them set goals and planning process. After creative teaching activities on the learning system, the personality traits of better than others performance has improved and the better than the students with high creativity.

並列關鍵字

Creativity ； Learning platform ； Learning portfolio ； Engineering education ； SCAMPER