創造性問題本位遊戲教學對六年級學生科技創造力的影響

The Effect of Creative Problem-Based Game Teaching on Technology Creativity of Sixth Graders

蔡文玉(Wen-Yu Tsai)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200425

摘要

中 文 摘 要

本研究旨在探討創造性問題本位遊戲教學法（the Creative Problem-Based Game Teaching，CPG）對國小六年級學生科技創造力（Technology Creativity）之影響。本研究採取準實驗研究法，以桃園縣某國小六年級實驗組2班58人、對照組1班27人進行約十個月的教學實驗，測量工具為葉玉珠（2005）編製之科技創造力測驗。本研究運用統計軟體SPSS18版進行Pearson等級相關檢定、描述統計、獨立樣本單因子共變數分析（ANCOVA）統計，獲得量化資料，質性資料運用教學者教學札記、問題本位學習單、照片、錄影、半結構訪談資料，以觀察教學歷程、探討量化結果可能的原因。本研究獲得之結果:
一、經過CPG，實驗組學生在科技創造力各向度的進步分數皆優於對照組。由單因子共變數分析發現，實驗組優於對照組達顯著差異者為字詞聯想之精進力、書包設計之變通力、獨創力及視覺造型；而最後加權後科技創造力總分達.001之顯著差異。
二、質性資料分析發現，故事問題動機引起學生之關注和興趣；討論問題、蒐集資料、操作遊戲等三個的螺旋動態辯證歷程可激發學生科技創造力各指標之能力與科技創造力之總體表現。發表成果和評鑑成果使學生經由檢視科技創造力之作品而激發精進下次表現的使命感。
依據本研究結果整理與討論，並且提出建議，以供相關人士未來教學與研究之參考。

關鍵字

科學遊戲 ； 科技創造力 ； 創造性問題本位遊戲教學

並列摘要

Abstract

The Purpose of this research is for discussing how the Creative Problem-Based Game Teaching(CPG Teaching) affects students of sixth graders’ technology creativity. The researcher used "quasi-experimental research method " to study on two experimental groups of 58 students and one control group of 27 students of one school in Tao-Yuan County for about ten months. Measur ement tool is technology creativity test by Yu-Chu Yet (2005).The study used the statistical software-SPSS18 Edition Pearson rank correlation, descriptive statistics, and analysis of one-way ANCOVA statistics to obtain quantitative data. As to Qualitative data, it was obtained from teaching notes, problem-based learning sheets, pictures, videos, semi-structured interviews to observe the teaching processes and explore the possible causes of quantitative results.
In this study, the researcher obtained the following findings and conclusions:
First, after CPG, the experimental group students for the dimensions on the progress of technology creativity scores were better than the control group. And through the analysis of one-way covariance, the researcher found that the experimental groups are better than the control group, the differences are significant in the elaboration for the word association, bags design flexibility, originality, and visual modeling; and most importantly the technology creativity weighted score of .001 is a significant difference.
Second, analysis of the material data indicated that-by using the stories, the issues to motivate and cause the interests and the concerns of the students; Issues Discuss, Data collection and Game Operation, the three spiral dynamic dialectical course, inspire the abilities in various dimensions of technology creativity and the overall performance of the technology creativity of the students. The release of results and evaluation results was to examine the works of technology creativity and to stimulate a good sense of mission of the next better performance.
the researcher did finishing and discussion based on the results and findings of this study, and made several recommendations for future teaching and research stakeholder’s reference.

並列關鍵字

Creative Problem-Based Game Teaching ； science game ； technology creativity

參考文獻

蕭顯勝、洪琬諦及伍建學（2009，4月1日）。以網路遊戲實施科技創造力教學之研究。藝術學報，革新版。

楊坤原、張賴妙理（2005）。問題本位學習的理論基礎與教學歷程。中原學報，33(2)，215-235。

許良榮(2009)。科學遊戲之教學設計與科學展覽應用。科學教育月刊，316，43–48。

楊坤原(2001)。創造力的意義及其影響因素簡介。科學教育月刊，239，3–12。

李世代（1997）。教師對問題導向學習之態度與意見。醫學教育，1（1），86-88