探究式實驗教學對八年級學生創造力 影響之研究

The Effect of Exploring Experiment Teaching on Creativity of the Eighth-Grade Students

鄒正強(TSOU Cheng-Chiang)

指導教授 ： 葉名倉

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2013年)

摘要

本研究旨在探討探究式實驗教學對八年級學生創造力之影響，以及學生對探究式實驗的學習感受。本實驗採用「準實驗設計」之「不等組前測—後測控制組設計」，樣本取自台中市某國中八年級的兩個班級學生共63人，實驗組31名學生接受每週一節課的探究式實驗教學，控制組32名學生接受食譜式實驗教學。兩個班皆由研究者親自擔任教學，自100學年度九月開始至十一月，為期十週，每週一堂課。
本實驗採威廉斯創造力測驗量化統計分析，探討學生在實施「探究式實驗教學」後，對於創造性思考活動、創造性傾向及學習反應等表現之影響。本研究有以下結論：
一、創造思考活動的影響
探究式實驗教學之實驗組較控制組對於學生創造性思考之整體能力、開放性、獨特性、精密力及標題，有顯著的學習成效。但對於創造思考活動之流暢性與變通性，則無顯著之學習成效。
二、創造傾向的影響
實驗組與控制組學生對於挑戰性與想像力無顯著的成效。然而對於創造傾向整體表現、冒險性及好奇心則有顯著之表現成效。
三、實驗組學生對於「探究式實驗教學」具正向與肯定的反應。

關鍵字

探究式實驗 ； 創造力 ； 威廉斯創造力測驗

並列摘要

This research aims to probe into the effect of Exploring Experiment Teaching on Creativity of the Eighth-Grade Students. The present study was conducted with the quasi-experimental method, nonequivalent pretest-posttest control group design. The subjects were students (N=63) in two classes of 8th grade selected from a junior high school in Taichung City. One class was assigned to be the experimental group (N=31) and the other was assigned to be the control group (N=32). The experimental group adopted Exploring Experiment Teaching once a week. The control group adopted the traditional experiment teaching. The experiment started from September 2011 to November 2011. Both groups were instructed by the researcher. The instruction was conducted one class per week and lasted for ten weeks.
This study applied quantitative analysis of the Williams Creativity Assessment Packet, intending to examine the effect of the Exploring Experiment Teaching on the students’ divergent thinking, divergent feeling and learning responses. The results of this study were as the following:
1. Regarding the creativity cognitive ability
The performance of the experimental group was superior to that of the control group in “total scores,” “openness,” “originality,” “accuracy” and “title”. But there were no significant differences in “fluency” and “flexibility” between the experimental group and the control group.
2. Regarding creativity affective character
There were no significant differences in “challenge” and “imagination” between the experimental group and the control group; however, there were significant differences in “total scores,” “adventure” and “curiosity” between the experimental group and the control group.
3. Students in the experimental group held a positive attitude toward the Exploring Experiment Teaching.

並列關鍵字

Inquiry experiment ； Creativity ； Williams Creativity Assessment Packet

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