心智繪圖教學對國中生科技創造力影響之研究-以校園綠建築設計單元為例

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心智繪圖教學對國中生科技創造力影響之研究-以校園綠建築設計單元為例

Research of Influences of Mind Mapping Instruction on Technological Creativity of Junior High School Students - A Case Study of Designing Green Buildings on Campus

溫立翔 , Masters　　Advisor：張玉山;侯世光　　

繁體中文

科技創造力；心智繪圖；科技創造歷程； technological creativity ； mind mapping ； technological creative production

Abstract │ Reference (104) │ Altmetrics

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Education on creativity has been advocated and promoted by the Ministry of Education of Republic of China, Taiwan. The courses of living technology for junior high school students in the Grade 1-9 curriculum focus on students’ abilities of diversion thinking and problem solving, which can be aroused by mind mapping, as known as a useful tool that emphasizes the inspiration of creative thinking. This study aims to discuss the influences that mind mapping instructions in the living technology curriculum might have on junior high school students’ technological creativity. Quasi-experimental teaching activities were designed and conducted to six classes of Grade-9 students in a junior high school in Taipei. Whether mind mapping instructions in the living technology curriculum contributes to enhancing the technological creativity or not is thus understood through the activities. Three of the six classes were experimental group in which mind mapping instructions were implemented while the other three were baseline group and were given traditional lectures only. A teaching activity of “Design a Green Building on Campus” had also been applied on both groups for eight weeks. In this research, “The Test of Creativity of Technology” edited by Yu-Chu Yeh (2005) is used to collect data which show the differences of students’ creativity performances between the pre-test and the post-test; “Scale of Designing Creativity” designed by Yu-Shan Chang (2003) is also adopted to assess students’ works. All the data obtained were analyzed by T-Test, Median, Standard Division, and ANCOVA. The findings of the research were summarized as follows.
1.Mind mapping instructions in the living technology curriculum contribute to inspiring creative thinking in the technological creativity of junior high school students.
2.Mind mapping instructions in the living technology curriculum significantly excel traditional lectures in inspiring creative thinking in the technological creativity of junior high school students.
3.Mind mapping instructions in the living technology curriculum significantly excel traditional lectures in enhancing performances of the technological creativity of junior high school students.
4.Mind mapping instructions in the living technology curriculum contribute positive influence to the technological creative production of junior high school students.
5.Mind mapping instructions in the living technology curriculum have different influences from traditional lectures on technological creative production of junior high school students.

Reference ( 104 ) 〈TOP〉

王昕馨（2007）。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。國立政治大學幼兒教育研究所碩士論文，未出版，台北。
連結：
王保堤（2005）。設計導向課程對國中學生科技創造力影響之研究。國立臺灣師範大學工業科技教育學系研究所碩士論文，未出版，台北。
連結：
李大偉、張玉山（2000a）。科技創造力的意涵與教學（上）。生活科技教育月刊，33（9），9-16。2011年1月1日，取自http://www.ite.ntnu.edu.tw/06/perio.asp
連結：
李大偉、張玉山（2000b）。科技創造力的意涵與教學（下）。生活科技教育月刊，33（10），7-15。2011年1月1日，取自http://www.ite.ntnu.edu.tw/06/perio.asp
連結：
李祐臣（2008）。心智圖筆記對國小五年級學生創造思考、學習成就之影響-以自然科植物世界單元為例。國立臺灣師範大學生命科學研究所碩士論文，未出版，台北。
連結：

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