STS教學融入自然與生活科技領域激發國小三年級學生創造力之協同行動研究

姜郁芝

doi:10.6840/CYCU.2009.00106

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STS教學融入自然與生活科技領域激發國小三年級學生創造力之協同行動研究

The Collaborative Action Research of Integrating STS in Science and Technology to Stimulate the Third Graders’ Creativity

姜郁芝 , Masters　　Advisor：張世忠　　

繁體中文 DOI： 10.6840/CYCU.2009.00106

國小自然與生活科技；創造力； STS教學； Science and technology domain in elementary school ； Creativity ； STS teaching

Abstract │ Reference (94) │ Altmetrics

Abstract 〈TOP〉

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The purpose of this study was to investigate how STS-implanted teaching in Science and Technology domain affected third graders’ creativity. The researcher cooperated with a science teacher and designed a seven-stage STS module on social issues. Teaching strategies to stimulate third graders’ creativity included cooperative learning, group discussion, and brainstorming. Data were collected from three sources: the teacher’s teaching diary and observation, the researcher’s diary and videos of the teaching, and the student’s feedback sheets on science diary and interview. The researcher analyzed these data by quantitative research and found that STS teaching had influence on students’ creativity. The researcher also brought up the difficulties and limits in the research. The main findings were as followed:

1.	The STS module of this research was conformed to STS teaching spirit and characters. During the post-designing activity students were more creative by showing their fluency, sensitivity and originality.
2.	The teaching on “air pollution” stimulated students’ fluency and sensitivity. The teaching on “water pollution” stimulated students’ fluency. The teaching on “rainfall and our live” stimulated students’ fluency, sensitivity and originality.
3.	The teacher encountered some difficulties in STS teaching. First, the students didn’t have precise ideas of science. They also experienced difficulties collecting information. Besides, students within a group would have different opinions and didn’t know how to compromise with others. The teacher should evaluate students’ prior experiences and individual differences. The teacher should also teach students proper procedure for data-collecting.

Finally, the researcher proposed some suggestions for educational instruction and further studies.

Reference ( 94 ) 〈TOP〉

王澄霞(1994)。STS 模組開發:教師充實計畫---臭氧層、溫室效應。國科會專題研究計畫成果報告：(NSC83-0111-S003-057)。
連結：
仇惟善（2004）。創造性問題解決教學對國中資優學生之應用研究。國立台灣師範大學特殊教育研究所碩士論文，未出版，台北。
連結：
沈家平（2002）。STS模式教學對學生批判思考能力之影響。國立臺灣師範大學物理研究所碩士論文，未出版，台北。
連結：
梁家祺（1998)。創造力在科學教育上的意涵。台北：國立台灣師範大學。
連結：
陳昭儀 (2000)。傑出理化科學家之人格特質及創造歷程之研究。師大學報，45（1），27-45。
連結：

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