STS教學活動對於國中九年級學生創造力的影響－以「暖暖包」、「伏打電池」教學為例

林劍池

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2009年)

摘要

本研究之目的是探討「暖暖包」與「伏打電池」的STS(Science，Technology & Society)模組教學對於國中九年級學生創造力之影響。
本研究採準實驗研究法，樣本取自台北縣某國中九年級的兩個班級學生共67人，實驗組33名學生接受每週一節課約一學期的STS教學，對照組34名學生接受一般傳統教學。實驗組學生所得的科學概念測驗成績採配對t檢定分析，而實驗組及對照組學生的威廉斯創造力測驗成績則採單因子共變數分析。由於樣本並非來自隨機取樣，所以實驗結果不宜過度推論。
本研究之結果如下：
一、科學概念測驗部分：在STS教學活動之後，實驗組學生的知識層面有明顯的成長。使用「暖暖包」模組的學生，其科學概念前、後測分數的差異達25.45分，針對其平均值差異進行t檢定後，結果顯示達顯著差異(t=12.17，p＜0.05);使用「伏打電池」模組的學生，其科學概念前、後測分數的差異達37.27分，針對其平均值差異進行t檢定後，結果顯示達顯著差異(t=9.68，p＜0.05)。綜合上述，可說明STS教學對學生科學概念的提升確實有幫助。
二、創造性思考活動部分：實驗組的學生在流暢性、開放性、獨創力、精密力、標題部分及創造性思考活動整體表現均顯著高於對照組的學生(p＜0.05)，而在變通力部分與對照組的學生無顯著差異。
三、創造性傾向量表部分：實驗組學生在想像力部分顯著高於對照組的學生(p＜0.05)，而在冒險性、好奇性、挑戰性部分及創造性傾向量表整體表現與對照組的學生無顯著差異。
四、情意量表部分：大多數學生對於STS教學持正面肯定的態度。
根據研究結果顯示，STS教學對於國中九年級學生創造力的提升是有所助益的。

關鍵字

STS ； 伏打電池 ； 創造力 ； 威廉斯創造力測驗

並列摘要

The main purpose of this study was to explore the effect of STS（Science, Technology ＆ Society） instructions(hand warmer and voltaic cell) on 9th grade junior high school students’ creativity.
The quasi-experimental design was selected for this study. The subjects were students(N=67) in two classes of 9th grade selected from a junior high school in Taipei county. One class was assigned to be an experimental group(N=33) and the other was assigned to be a control group(N=34). The experimental group was adopted STS instruction once a week. The control group was adopted the traditional teaching. The instruments were science-concept tests and Creativity Assessment Packet(CAP). The experimental group students' science-concept tests grades were analyzed by t-test. In addition, the experimental group and control group students' Creativity Assessment Packet grades were by one-way analysis of covariance.
The results of this study were as following:
1.Students of the experimental group had obvious progress in the knowledge after teaching activity, in “hand warmer” module’s science-concept tests, the experimental group students got better grades on post-test than that of on pre-test. The difference between the means was approached to 25.45. The t-test for statistical significance in the difference between the means was significant (t=12.17, p＜0.05);In “voltaic cell” module’s science-concept tests, the experimental group students got better grades on post-test than that of on pre-test, and the difference between the means was approached to 37.27. The t-test for statistical significance in the difference between the means was significant (t=9.68, p＜0.05). It presented that STS instruction is helpful for 9th grade junior high school students to improve their science-concept.
2.The results of creative thinking abilities were that the students of experimental group got higher scores on fluency, opening, originality, elaboration, title and the whole part of creative thinking abilities(p＜0.05). There were no significant differences on flexibility between students of the two groups.
3.The results of creative attitude were that the students of experimental group got higher scores on imagination(p＜0.05);but there were no significant differences in adventure, curiosity and challenge between students of the two groups.
4.The results of feeling were that most students hold the positive perception about the STS instruction.
According to the conclusions, STS instruction is helpful for 9th grade junior high school students to improve their creativity.

並列關鍵字

STS ； Voltaic Cell ； Creativity ； Creativity Assessment Packet

參考文獻

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