高中學生科學創造力指標及其歷程之研究

The Study on the Scientific Creative Process and Creativity Indicators of Senior High School Students

黃秀玉

指導教授 ： 吳明雄

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2007年)

摘要

中文摘要
本研究旨在探討高中學生科學創造力指標及其創造歷程。本研究採質性研究，並輔以量化探討，以參加全國科學展覽得獎之六組高中隊伍為研究對象，進行深度訪談，採用分析歸納法，將文獻及訪談資料分析歸類、統整形成概念，探討其創造歷程和建立科學創造力指標初稿；再進一步用精釋研究法，發展科學創造力指標；以肯德爾和諧係數檢定結果，確認指標的重要性。研究結論如下：
ㄧ、創造歷程的四個程序，包括：參加科展的動機、瓶頸的突破、問題解決的程序、構想擷取的方法。
二、科學創造力指標有六個面向，共54項指標，包括人格特質面14項、環境面7項、學習面6項、能力面14項、思考歷程面10項、作品面3項。經高中教師專家及學者專家共同評定重要等級最高者，能力面7項、人格特質面6項、思考歷程面3項、作品面及學習面各2項及環境面指標1項，共21項，占全部項目之55.6%。ㄧ致性係數為.703，兩群組專家評定指標重要性之ㄧ致程度相當高。
依研究結論，對教育行政單位及未來研究共提出十三項建議供作參考。

關鍵詞：科學創造力、創造歷程、高中教育、創造力指標

關鍵字

科學創造力 ； 創造歷程 ； 高中教育 ； 創造力指標

並列摘要

Abstract
The purpose of the research was to inquire of scientific creativity indicators and creative process of senior high school students through qualitative and quantitative research. Top six winning teams from the National Science Exhibition Contest were selected as the subjects and in-depth interviews were conducted to them. They were interviewed in-depth. By analyzing and inducting literatures and data collected, the primary concepts of creative process and creativity indicators were established Furthermore, Hermeneutic Research Method was adopted to develop the concrete indicators. Finally, the importance of the indicators was verified by Kendall’s coefficient of concordance test. The conclusions were presented as followings:
1. The four procedures of the creative process included: the motivation of participating the National Science Exhibition Contest, the breakthrough of bottlenecks, the procedure of problem-solving and idea-collecting method.
2. Six aspects (personality-trait, environment, learning, ability, thinking process, final works) were presented into fifty- four items of scientific creativity indicators.
Among the fifty-four items, twenty–one (55.6%) of them were evaluated as the importantly high-level items by experts from both senior-high school teachers and scholars. Seven items were identified from ability, six items from personality-trait and three items from thinking process, two items from final works, two items from learning and one item from environment. Kendall’s coefficient was .703 which presented high consistency of importance between two expert groups.
Based on the conclusions, thirteen suggestions were presented as references to the education administrative units and future research.
Key words: scientific creativity, creative process, high school education, creativity indicators

並列關鍵字

scientific creativity ； creative process ； high school education ； creativity indicators

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