科技競賽過程中自我知覺社會環境因素對學生科技創造力影響之研究

A Study of Students’ Technological Creativity Affected by Students’ Self-Perception of the Social Environment in the Technology Competition

蔡勝安(Sheng-An Tsai)

指導教授 ： 朱益賢

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2009年)

摘要

本研究主要目的在探討國中學生於科技競賽過程中，所知覺到的社會環境因素對其科技創造力之影響。本研究計畫以Amabile提出的創造力成份模式理論為基礎，以國中七年級學生為研究對象，設計科技競賽教學模組實施教學，學生人數共408人，分為131組於教學完畢後實施科技競賽，利用自行發展之問卷進行調查，探討國中學生於科技競賽過程中所知覺之「學校是否支持」、「老師是否支持」、「小組工作狀況」、「大會資源提供多寡」、「挑戰性競賽題目」、「競賽的要求與限制」及「學校環境的障礙」等社會環境因素與其對科技創造力展現之影響。本研究之發現如下：
一、 自我知覺參加此次競賽沒有助於升學之小組，其科技創造力得分高於自我知覺參加此次競賽有助於升學之小組
二、 以一個人的意見為主，其他人只是協助之小組，其科技創造力得分高於所有人都發表自己意見之小組
三、 自我知覺競賽題目範圍「普通」之小組，其科技創造力得分高於自我知覺競賽題目範圍「很大」之小組
四、 自我知覺競賽題目要求「很清楚」之小組，其科技創造力得分高於自我知覺競賽題目要求「普通」之小組
五、 自我知覺開放自備的工具不足之小組，其科技創造力得分高於自我知覺開放自備的工具已足夠之小組
六、 自我知覺競賽題目難度「普通」之小組，其科技創造力得分高於自我知覺競賽題目難度「困難」之小組
七、 自我自覺競賽題目具挑戰性、很想試試看之小組，其科技創造力得分高於自我自覺競賽題目不具挑戰性、不想試試看之小組
八、 學校上藝能科目時是由其他科老師教學之小組，其科技創造力得分高於上藝能科目時是由藝能科老師教學之小組
最後根據本研究主要發現提出若干建議，以供相關單位人員舉辦科技競賽或後續學術上研究之參考。

關鍵字

科技創造力 ； 創造力成份模式 ； 社會環境因素 ； 自我知覺 ； 科技競賽 ； 科技競賽教學模組

並列摘要

This study aimed at investigating how the students’ self-perception of the social environment influenced the junior high school students’ technological creativity in the technology competition.
This study was based on the component model of creativity theory proposed by Amabile in 1995. The researcher designed a technology competition teaching module for junior high school students depending on the Nine-year Curriculum Guidelines. The subjects of the study included 408 seventh-grade junior-high students and were divided into 131 teams.
After implementing technology competitiom teaching module, students’ self-perception of social environment in technology competition were collected by a questionnaire. And then, the researcher analyzed the questionnaires and students’ technological creativity in the technology competition. The results of this study were summarized as the followings:
1. There were significant differences in students’ technological creativity in technology competition if the students’ self-perception about participate in this competition were helpful for entering a higher school or not.
2. There were significant differences in students’ technological creativity in technology competition of the communication type in group.
3. There were significant differences in students’ technological creativity in technology competition of the students’ self-perception of the scope of task.
4. There were significant differences in students’ technological creativity in technology competition of the students’ self-perception of the demands of task.
5. There were significant differences in students’ technological creativity in technology competition if the students’ self-perception of the tools supplied for themselves was enough or not.
6. There were significant differences in students’ technological creativity in technology competition of the students’ self-perception of the difficulty of task.
7. There were significant differences in students’ technological creativity in technology competition if the students’ self-perception of the challenging was enough or not.
8. There were significant differences in students’ technological creativity in technology competition if the students’ self-perception of the teacher for Living Technology was official or not.
Based on the findings, recommendations for practice, plan technology competitions or curriculums and further research directions are provided.

並列關鍵字

technological creativity ； component model of creativity ； social environment ； self-perception ； technology competition ； technology competition teaching module

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