國中生設計思考特性與創造力之相關研究

全球化與經濟局勢改變快速，教育工作者開始思考如何培育學生有更多的新技能來面對未來未知的挑戰。目前推行的十二年國教即將創客教育的精神融入課綱中，鼓勵學生將創意想法透過動手做將作品具體化，培養學生應用能力、解決問題能力、團隊合作以及創造力。設計思考和近幾年教育改革的主張一致，讓課程從單向變成互動引導。設計思考強調以人為本及跨領域的團隊合作、做中學、同理等目標與十二年國教相同。設計思考具有增強同理心、問題解決能力及分析能力等技能的潛力，尤其是過程中需要依個人的創造力產生解決方案。本研究以設計思考特性及創造力為主要面向，採用問卷調查比較以科技領域課程整合並融入創客的方式及以一般兩門課分別授課的方式的差異情形，並分析設計思考特性及創造力之相關性。問卷採立意取樣，以新北市某國中之二年級及三年級為研究對象，回收問卷共130份，經描述性統計、多變量變異數分析、績差相關及多元迴歸，得到以下研究結果：一、國中生在兩種課程模式中，其設計思考特性無顯著差異。二、國中生在整合的課程模式中，其創造力顯著高於一般課程。三、在整合的課程模式中，性別因素對設計思考特性及創造力無顯著差異；在一般的課程模式中，女生的設計思考特性及創造力顯著高於男生。四、在整合的課程模式中，設計思考特性對創造力具有預測力。依據研究結論，研究者建議課程能融入設計思考以培養學生創造力，並能增設相關設備推行創客讓學生動手做發揮創意，未來研究能針對如何提升國中生設計思考能力有更深入的發展。

關鍵字

設計思考；創造力

並列摘要

Due to globalization and rapid changes of the economic context, educators start thinking how to cultivate students with more knowledge and skills to face challenges of the 21st Century. Maker education and design thinking are the educational trends that both emphasize problem-solving, analyzing ability and creativity. Recent education reform includes maker education in the 12-year Compulsory Education Curriculum, and a new curriculum that integrates Living Technology Curriculum and Technology Curriculum is formed. The purpose of the study was to investigate the junior high school students’ design thinking characteristics and creativity in two curriculums. One is newly formed Living Technology Curriculum and Technology Curriculum, which includes maker education. Another is existing curriculum, which separates science and technology curriculum and information technology curriculum. This study compared the difference between two curriculums in design thinking and creativity. 130 junior high students from New Taipei city were participated in this study. 8th and 9th grade students received questionnaires to assess their design thinking characteristics and creativity. MANOVA , Pearson’s product-moment correlation and multiple regression analysis were used to analysis data. The study results are listed below. 1. There were no statistically significant difference between the two different curriculums in design thinking characteristics. 2. Students who received new Living Technology Curriculum and Technology Curriculum had better scores in creativity than students who received Living Technology Curriculum and Technology Curriculum separately. 3. Students who received new Living Technology Curriculum and Technology Curriculum had no statistically significant difference in gender. However, girls had significant better design thinking characteristics and creativity than boys who received Science and Technology Curriculum and Technology Curriculum separately. 4. Design thinking characteristics can partially predict creativity. Based on the results of the study, this study suggests to integrate design thinking into curriculums to cultivate students’ creativity. Besides, provide hands-on experiences and tools to support students’ concrete their creative ideas. Finally, suggestions for future studies are provided.