Title

“科技創造力測驗”的發展與常模的建立

Translated Titles

The Development of "Technological Creativity Test" and the Construction of Its Scoring Norm

DOI

10.7108/PT.200412.0127

Authors

葉玉珠(Yu-Chu Yeh)

Key Words

科技創造力 ; 國小學童 ; 測驗 ; 常模 ; technoloical creativity ; pupil ; test ; norm

PublicationName

測驗學刊

Volume or Term/Year and Month of Publication

51卷2期(2004 / 12 / 01)

Page #

127 - 162

Content Language

繁體中文

Chinese Abstract

「科技創造力」乃個體在科技領域中,產生一適當並具有原創性與價值性的產品之歷程。此一能力不但是知識經濟與科技掛帥的今日社會之基石,更是九年一貫課程改革所欲培育的最重要能力之一。本研究嘗試改進以往擴散性創造思考測驗的缺失、融入特定領域知識的理念、兼重思考過程的選擇及結果的合理性、強調產品導向的概念,並參考科技創意競賽的評分方向,編製了一份適用國小學童的「科技創造力測驗」。「科技創造力測驗」包含「字詞聯想」與「書包設計」二分測驗,測驗時間為三十分鐘;其評量指標分為五個向度:流暢、變通、獨創、精進與視覺造型,但以加權總分代表創造力。本研究歷時二年,進行三次的預試與修訂,最後以1839位國小中高年級學童(高雄市:N=727;澎湖縣:N=511;台北市:N=601)為樣本,進行信效度的考驗與常模的建立。研究結果發現,所發展的「科技創造力測驗」具有良好的信度與效度。國小學童「科技創造力測驗」的得分與其自然科成績及學習動機、學業成績、創意個人特質、創意學校因素及年級均有顯著正相關。

English Abstract

”Technological Creativity” refers to the process in which an individual generates a culturally appropriate as well as an original and valuable product in technology. Technological creativity is not only a basic ability in this epoc of knowledge economics and technology, but also an important competence greatly emphasized in the current educational reform. Here in this study, I have tried to develop a test that is suitable for measuring pupils' technological creativity based on the suggestions of improving divergent thinking tests, the concepts of incorporating domain knowledge, the emphasis of integrating both the selection of thinking process and the reasonableness of results, and the scoring approaches of related competitions. The Technological Creativity Test developed in this study includes two subtests, namely, Remote word association and Schoolbag design; its test time is 30 minutes. Though there were five scoring dimensions (fluency, flexibility, originality, elaboration, and visual art), a weighted score was used to represent technological creativity. This study took two years to complete. After three pretests, 1839 3rd to 6th graders (Kaohsiung: N=727; Penghu: N=511; Taipei: N=601) were used to test the reliability and validity of the developed test as well as to establish its scoring norm. The findings suggest that the Technological Creativity Test has good reliability and validity, and it is related to pupils' grade level, learning motivation of the subject ”Nature”, GPA, personal traits of creativity, school environment, and age.

Topic Category 社會科學 > 心理學
社會科學 > 教育學
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