發散性思考測驗的同質性分析－以國小物理問題測驗爲例

Homogeneity Analysis of a Divergent-Thinking Test

何偉雲(Woei-Yun Ho)

《科學教育學刊》 12卷2期 (2004/06) Pp. 219-239

https://doi.org/10.6173/CJSE.2004.1202.04

摘要

發散性思考作爲創造力的核心理論，依據該理論編制的各式評量工具已經被廣泛用於創造力相關研究。本研究探討發散性思考在不同測驗領域的同質性問題，運用視覺化分析技術，比較發散性思考在Williams創造性思考測驗、發現問題能力測驗及解題想法提出能力測驗中的同質性。研究結果說明，繪圖式的Williams創造性思考測驗無法反映創造力測驗之領域相關性，測驗方式或內容的不同也可能影響創造力的評量結果。Guilford型式的創造力測驗之結果解釋，或許必須侷限於其測驗內容與方式，否則可能導致對測驗結果之過度解釋，甚至形成誤判。

關鍵字

發散性思考 ； 問題解決 ； 問題提出 ； 想法提出

並列摘要

Divergent thinking is regarded as the core theory of creativity. Various tests of creative thinking, based on the theory of divergent thinking, have been developed in the past decades. They have been used in a wide range of creativity research. The purpose of this study is to explore the homogeneity of divergent thinking in the Williams' creative thinking test, problem-finding test and idea-finding test. Visualization techniques were employed to provide a perceptual map to get insight into relationships among those tests. This study concludes that the divergent-thinking test is highly domain dependent and the explanation of the so-called Guilford-style test should be restricted to its own design content. Otherwise, misjudgment of creativity could occur.

並列關鍵字

Divergent Thinking ； Problem Solving ； Problem Finding ； Idea Finding

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