閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係

王昕馨

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閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係

The Relationships among Reading Environment, Playfulness, Creative Parenting and Technological Creativity of the Third and Fifth Graders

王昕馨 , Masters　　Advisor：葉玉珠　　

繁體中文

國小、中高年級學童；科技創造力；閱讀環境；玩興；父母創意教養； elementary school ； the third and fifth graders ； technological creativity ； reading environment ； playfulness ； creative parenting

Abstract │ Reference (99) │ Times Cited (11) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling.
    The main findings of this study were as follows:
1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however.
2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders.
3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”.
4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders.
5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders.
6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade.
7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 
8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness.
    Finally, the researcher proposed some suggestions for educational instructions and future studies.

Reference ( 99 ) 〈TOP〉

王有福（2002）。創作性戲劇教學對國小四年級兒童創造力影響之研究。國立台北師院課程與教學研究所碩士論文，未出版。
連結：
余嬪、吳靜吉、林偉文、楊潔欣（2003）。成人玩興量表與組織玩興氣氛量表之發展。中國測驗學會測驗學刊，50（1），73-110。
連結：
李大偉、張玉山（2000）。科技創造力的意涵與教學（上）。生活科技教育，33（9），7-14。
連結：
葉玉珠（2000）。創造力發展的生態系統模式及其應用於科技與資訊領域之內涵分析。教育心理學報，32（1），95-121。
連結：
葉玉珠（2004）。「科技創造力測驗」的發展與常模的建立。中國測驗學會測驗學刊，51（2），127-162。
連結：

Times Cited (11) 〈TOP〉

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