創造思考融入全球公民教育課程對國中學生創造力與全球公民素養成效之研究

本研究旨在探討「創造思考融入全球公民教育課程」是否能有助於國中學生增進創造力與全球公民素養，以及其對於該課程之學習滿意程度與影響，研究對象為台北市某國中九年級學生兩個班，共計44人，實驗設計採用「不等組前後測準實驗設計」，區分為實驗組與對照組，分別採用「創造思考融入全球公民教育課程」教學與「傳統講述教學法」，學生男女比例相當，課程實施共五週10堂課。研究工具包括「威廉斯創造思考活動測驗」、「國中學生創造性量表」及「全球公民素養量表」等量化工具，並以單因子共變數分析數據驗證研究假設，另整理學生成果回饋單與學習滿意度問卷等資料作輔助分析。研究結果發現，組間的測驗結果雖有些微差距，但並未達到研究統計上之顯著，故在量化數據上無法看出顯著差異，然在學習滿意度的回饋上，學生皆給予高度滿意並提升自主學習動機，而學科成績也並未受到影響，因此根據綜合研究結果，可發現該教學設計課程對於學生創造力與全球公民素養學習上仍有所成效，可再針對過程省思檢討並給予實質建議，供未來相關研究者或教師參考。

關鍵字

創造力；創造思考；全球公民教育；全球公民素養

並列摘要

The purpose of this study is to explore the impact of integrating “Creative Thinking ” into global citizenship learning courses. It aims to see if it improves middle school students’ creativity and global citizenship literacy, as well as their satisfaction and influence on the course. The study was conducted with 44 students ,21 students in the experimental group and 23 students in the control group in junior high school in Taipei. A quasi-experimental approach was used to assess the treatment effects in the nonequivalent control group design. Course implementation lasted for 10 weeks in 10 lessons. Three quantitative instruments, including Creativity Assessment Packet(CAP), The Creativity Aptitude Scale for Junior High School Students and Global Citizenship Literacy Scales were revised and used in this study. The statistic methods were one-way ANCOVA. The qualitative data such as student’s feedback and learning satisfaction questionnaire statistics were also collected to aid the analysis of the experimental effect. The study found that although the test results between the groups were slightly different, they did not achieved significance in research. Nevertheless, students improve their learning motivation and they are also highly satisfied with the feedback on learning. Therefore, based on the research results, further reviews and substantive recommendations are made for relevant researchers or teachers in the future.