創造風格、創造氛圍於工程教育創造力提升之探討

創造力的定義因觀點及領域的不同而有不同的解釋與看法，而創造力的測驗與研究分析，大多都是以學生的成品作為主要的判斷標準，若有進行分析，分析歷程也多為單一向度做討論。現今創造力被視為許多學習重要的一環，而影響著創造力因素眾多，但探究創造風格、創造氛圍與創造力之關聯，較為鮮少。因此，本研究以創造力學習為基礎，在資訊工程課程中導入專題課程結合SCAMPER於學習平台，依據學習平台五個活動階段目標，由教師適時引導來幫助小組溝通和互動來解決問題，並於課後填寫創造風格與創造氛圍問卷，以釐清創造風格與創造氛圍對創造力生成之影響。經研究分析結果可知，創造力低的學習者經專題課程創造力的訓練是提升的；於創造風格使部分，學習者的創造核心特質與創造輔助習性皆有正向回饋，並認同專題課程使創造力提升，而於創造氛圍部分，學生與老師皆認同氛圍的重要性，於專題研究學習的歷程中，良好的創造氛圍有助提升學習動機與方向。

關鍵字

創造力；學習平台；工程教育； SCAMPER

並列摘要

The creativity definition has different interpretations and views due to different perspectives and fields. Most instructors merely evaluate students' creativity skills by their final results or works. If there is analysis, a single dimension was used mostly for discussion. Nowadays, creativity is regarded as an important part of learning process. Many factors affect creativity. However, it is rare to explore the connection between creativity style, atmosphere and creativity. Therefore, this study introduces project-based learning and SCAMPER into the information engineering course to the learning platform based on creativity learning theory. According to the goal of the five stages of learning platform, teachers guide to help the group to communicate and interact to solve the problem in the suitable time, and fill the questionnaire of creativity style and creativity atmosphere after class so to clarify the influence of creativity style and creativity atmosphere on creativity. According to the research results, the low creativity can be promoted through the creativity training. For creativity style, create core characteristics and create supportive habits have positive feedback, which recognize improving the creativity through the training course. For creativity atmosphere, both students and teachers agree on the importance of atmosphere. In the process of project course, motivations and directions can be promoted in the good atmosphere.

並列關鍵字

Creativity ； Learning platform ； Engineering education ； SCAMPER

國際替代計量

創造風格、創造氛圍於工程教育創造力提升之探討

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