創造力與認知風格在結構化數位知識之深度優先策略

本研究探討學習者在面對具有結構化知識時，知識搜尋深度與學習者本身具備創造力及對學習場域依賴之關係。數位化方式建構的知識環境己改變以往書本呈現知識的方式，學習者可透過資訊科技在電腦學習環境中快速地吸收知識；學習者在面對任務時，是如何從中搜尋資訊以建構知識是值得深入探討的議題。本研究將藉由程式的錄影記錄每位學生在限時內閱讀任務教材的顯示頁面等資料，配合分析受測者認知教材時的頁面路徑，以了解不同創造力表現及認知風格的學生所採用知識搜尋深度之策略差異。本研究對象為護理系大學一年級學生，利用數位教材投影片學習急救手法，讓學習者從具結構化的急救手法知識教材中學習如何面對成人及幼兒需要急救時該如何著手，在過程中利用畫面錄影程式記錄分析學習者的閱讀路徑。探討不同創造力表現者與不同對學習認知風格者，對於數位知識會採取的搜尋之關聯性。結果發現(1)高創造力者偏向場域獨立特質。場域獨立者的流暢力、獨創力、精進力有較好的表現。(2)場域相依與場域獨立並不會影響學習者閱讀深度優先的表現。(3)高創造力在閱讀初期偏向採用深度優先策略，但是閱讀知識後期的深度優先策略相較低創造力者低。

關鍵字

創造力；認知風格；知識搜尋策略

並列摘要

This research discussed the correlation between knowledge searching depth, learner’s creativity and learning field dependence when learner facing structured knowledge. Technology has changed the way of knowledge delivering; learner nowadays can quickly learn knowledge from computers instead of books in a learning environment build by digital technology. How do learners search information to build up their knowledge become a rising subject which worth a deep discussion. This research tried to understand the difference between different creativity and cognitive style students when they adopt knowledge searching depth strategies by recording and analyzing each learner’s learning progress when they read digital designed mission materials. The subjects of this study were first year students from the department of nursing. Digital learning materials about first aid were given to students and those students learned how to carry out first aids on adults and children in emergency situation by reading through the structured digital materials. Those students’ reading path were recorded and analyzed to discuss the correlation between different creativity and learning cognitive styles learners when learner searched digital knowledge. The findings of this research include: (1) High creativity learners tend towards field independence characteristic; field independent learners has better performance in fluency, originality and elaboration (2) Field independence and Field dependence do not affect learner’s reading depth-first. (3) High creativity learners tend towards depth-first strategy in the initial stage but it become lower than low creativity learner in late stage of reading.

並列關鍵字

creativity ； cognitive style ； knowledge searching strategy

參考文獻

Plucker, J. A., & Renzulli, J. S. (1999). Psychometric approaches to the study of human creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 35–61). New York: Cambridge University Press.

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創造力與認知風格在結構化數位知識之深度優先策略

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