開發科學創造力之教學策略研究－－應用於國小自然科

A Study on Developing Teaching Strategies for Improving Scientific Creativity -- For Nature Science of Elementary School

唐偉成(Wei-Chang Tang) ； 江新合(Shing-Ho Chinag)

《科學與教育學報》 3期 (1999/05) Pp. 53-77

https://doi.org/10.6449/JSE.199905.0053

摘要

A scientific creativity teaching strategy composed with scientific ability and scientific knowledge was developed based on Piaget’s cognitive contradiction theory, Pavio’s binary encoding theory, Parners’s creative problem solving model and Gowin’s Vee-mapping learning strategy. The purpose of this strategy is to excite motivation of scientific creativity.
In this study, a quasi-experimental research was adopted to analyze the effects caused by this teaching method. Totally 144 students of grade 5 were selected form two elementary schools. Two classes were chosen from each school. One served as a experimental group and the other served as a control group. The period of experimental treatment took seven weeks. The scientific creativity teaching strategy applied on experimental group and the control group still use the traditional teaching method. The main results in this study were as following:
(1) About scientific creativity capabilities experimental group was better than that of the control group.
(2) About the deep interview, data gathered from 2 participant teachers and 11 students of the experimental group, teachers claimed that the teaching strategy was useful for improving the scientific creativity learning and the students welcomed the teaching method and respected that can improve their learning achievement in science.

關鍵字

科學創造力 ； 開發科學創造力的教學策略

並列摘要

A scientific creativity teaching strategy composed with scientific ability and scientific knowledge was developed based on Piaget’s cognitive contradiction theory, Pavio’s binary encoding theory, Parners’s creative problem solving model and Gowin’s Vee-mapping learning strategy. The purpose of this strategy is to excite motivation of scientific creativity.
In this study, a quasi-experimental research was adopted to analyze the effects caused by this teaching method. Totally 144 students of grade 5 were selected form two elementary schools. Two classes were chosen from each school. One served as a experimental group and the other served as a control group. The period of experimental treatment took seven weeks. The scientific creativity teaching strategy applied on experimental group and the control group still use the traditional teaching method. The main results in this study were as following:
(1) About scientific creativity capabilities experimental group was better than that of the control group.
(2) About the deep interview, data gathered from 2 participant teachers and 11 students of the experimental group, teachers claimed that the teaching strategy was useful for improving the scientific creativity learning and the students welcomed the teaching method and respected that can improve their learning achievement in science.

並列關鍵字

scientific creativity ； scientific creativity teaching strategy