想像力技法融入生活科技課程設計暨效果評估

The Design and Evaluation of Imaginative Techniques in Living Technology Curriculum

劉宜雯(Yi-Wen Liu) ； 吳清麟(Ching-Lin Wu)

《創造學刊》 5卷2期 (2014/09) Pp. 5-24

摘要

本研究旨在於探討想像力技法融入生活科技課程對於國中學生想像力、科技創造力之教學成效。實驗對象為台北市立某國中七年級學生，採用依據「想像力技法融入生活科技課程模式」自編之教學活動進行實驗教學，並透過「未來想像傾向量表」、「想像思考測驗」、「構想創意評量表」評估學生在想像力及科技創造力的表現。實驗課程時間為期六週，程序分為三階段進行，即「前測」、「教學實驗」、「後測」三階段，分別以「未來想像傾向量表」、「想像思考測驗」為前測。教學實驗乃係對實驗組學生進行六週想像力技法融入生活科技教學課程，於實驗結束後，對實驗組及控制組實施「未來想像傾向量表」、「想像思考測驗」與「構想創意評量表」之評量，以進行課程效果的評估。研究結果指出：一、想像力技法融入生活科技課程能提升國中生想像力。二、想像力技法融入生活科技課程能有效提升國中生之科技創造力。最後，根據研究結論，提供國中生活科技課程建議，以供設計、實施想像力技法融入生活科技教學者及後續研究者參考。

關鍵字

想像力 ； 生活科技課程 ； 科技創造力

並列摘要

The purpose of this study was to investigate the teaching effects of blending the imagination into living technology curriculum on junior high school students' imagination and technological creativity. The subjects involved the seventh-graders from a junior high school in Taipei city, and this study adopted the self-designed teaching method to process. Tools including ＂The Scale of Future Imagination Disposition＂, ＂Imaginative Thinking Tests＂, and ＂The Scale of Designing Creativity＂ are used to evaluate students' performance on the abilities of imagination and technological creativity. The experimental time of this study was 6 weeks, and the whole experiment were divided into 3 stages: pre-test, experimental operation and post-test. ＂The Scale of Future Imagination Disposition＂ and ＂Imaginative Thinking Tests＂ were used as pre-test. Living technology curriculum introducing the element of imagination was specially designed for the experimental group for six weeks. After the experiment, ＂The Scale of Future Imagination Disposition＂, ＂Imaginative Thinking Tests＂ and ＂The Scale of Designing Creativity＂ were adopted to serve as post-test for both experimental and control group in order to evaluate the curriculum result. According to the results of the study, the conclusions are as followed: 1.Imaginative techniques in living technology curriculum promoted students' imagination abilities. 2. Imaginative techniques in living technology curriculum promoted students' technology innovation abilities effectively. Based on the research conclusions, suggestions are provided on living technology courses and they may serve as further references for teachers and researchers.

並列關鍵字

imagination ； living technology curriculum ； technological creativity