合作學習情境對國小資優生科技創造力學習之影響

隨著科技快速發展與社會變遷，學校教育著重培養學生能夠運用科技，動手實作，創新設計，與具備團隊合作。資優教育因此從強調獨立學習及個人特殊表現的主軸，轉變為注重人際互動與團隊合作能力，然而國內少有探究合作學習情境對國小資優生科技創造力學習影響的研究。本研究目的在探討資優生於合作學習情境中的科技創造力學習成效、小組合作互動情形、以及合作學習的感受。根據研究目的，研究問題在於探討資優生於小組創作數位科學玩具時，合作互動歷程與個人科技創造力表現、分組方式、小組合作互動情形、與小組科技創造力學習成果之關係。本研究以苗栗縣某國小資優班三到六年級資優生為研究對象，共計十二位。研究首先進行數位科學玩具自造課程之個人創作教學，接著依據學生年級與個人科技創造力表現進行能力與混齡分組，實施為期九週的合作學習情境小組創作活動。研究蒐集質性與量化資料，包括教師觀察記錄表、個人創意作品評量表、小組創意作品評量表、合作省思單、合作歷程自評與互評問卷、合作感受度問卷、合作歷程教師評量表、以及活動錄音錄影檔。研究隨後根據學習活動資料進行資料分析。研究發現：（一）資優生小組創作作品比個人創作作品在科技創造力歷程與創意面向提升（二）資優生的個人特性會影響小組合作互動表現，其中以開放式溝通向度分數最低（三）資優生小組在理想的溝通模式下，小組合作歷程分數較刻板的溝通模式高（四）資優生能展現出有效的團隊合作，其中高年級資優生多為領導者，中年級為被領導者、追隨者、小幫手或支持者（五）小組合作歷程因素對小組創意作品影響最大，個人科技創造力對小組創意作品有正面影響（六）資優生在合作學習情境中，大多表示正面的合作感受與學習收穫。研究結論如下：（一）合作學習情境對國小資優生科技創造力學習有正面影響（二）小組合作互動為影響資優生科技創造力學習表現之重要因素（三）合作學習情境提供國小資優生扮演領導與被領導角色的機會，有助於培養學生的團隊合作能力。研究建議未來研究方向可探討不同的合作學習策略運用、數位工具融入資優課程進行教學研究，以及引導低合作傾向資優生的有效教學策略。

關鍵字

資優生；科技創造力；合作學習；合作互動模式

並列摘要

With the rapidly development of science and technology in our society, the goal of public education emphasizes students’ inspire personality, the cultivation of talents with the creativity of applying scientific and technological theory to practical work, to innovate in design, and to have the capability of interpersonal interaction and teamwork. Gifted education also shifted from focusing on unique independent learning and individual special performance to interpersonal interaction and teamwork. However, little research has been conducted on the learning of scientific and technological creativity of gifted students in primary schools under the cooperative learning circumstance. The purpose of this study was to explore the scientific and technological creativity learning and cooperation interaction of gifted students in cooperation learning, as well as the performance of individual scientific creativity of gifted students, the way of grouping, the situation of group cooperation and interaction, the relationship with the learning results of group scientific creativity, and the experience of cooperative learning after group creation of digital scientific toys. Twelve students from grade third to sixth in Miaoli County were selected as research sample. The research procedures included, the personal creation teaching of the self-made curriculum of digital science toys was carried out; Then, the students were divided into three groups of ability and mixed age according to the studentsundefined grade and individual scientific and technological creativity performance; a nine-week cooperative learning group creation curriculum project was implemented. The qualitative and quantitative data including teacher observation record form, personal creative work rating scale, group creative work rating scale, cooperative thinking sheet, cooperation process self-assessment and mutual assessment questionnaire, cooperative receptivity questionnaire, etc. The teacher rating scale of the cooperation course and the recording and video file data were analyzed. The findings of the study are as follows: (1) The gifted students’ creation is more innovative than the individual creation in the process of scientific and technological creativity and creative works. (2) The group with open communication orientation has the lowest score. The personal characteristics of the group members affected the performance of the group. (3) The score of the group with the ideal communication cooperation process is higher then the group with stilted communication pattern. (4) leaders in those three groups of were all senior gifted students, and the middle grade was the follower, helper or supporter. (5) "Personal scientific and technological creativity" and "group cooperation process" have a positive impact on the creative work of the group. Among them, the "group cooperation process" factor has the greatest influence on the group creative works. (6) Most of the gifted students get positive learning gains and cooperative experience feedback. The conclusions are as follows: (1) The cooperative learning situation has a positive effect on the learning of the scientific and technological creativity of the gifted students in primary schools. (2) The group cooperation and interaction are important factors influencing the scientific and technological creativity learning performance of gifted students. (3) The cooperative learning situation provides primary school students with the opportunity to use leadership and accept leadership from others, and help develop the ability of students to work in teams. Recommendation for further study was made that different cooperative learning strategies can be applied, and digital learning tools can be integrated into gifted courses for teaching research in the future, and effective teaching strategies to guide low-cooperative gifted students can also be explored in depth. It is expected that the results of this research will help the teachers to design and implement the collaborative learning curriculum for gifted students in the future.