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A Study on the Influences of Students’ Creativity Enhanced by Creative Visual Thinking Instruction on Environmental Art Education in Junior High School— Using the Making of Green Map as an Example
creative visual thinking instruction
environmental art education
This study is aimed to discuss the influences of students’ creativity enhanced by the application of creative visual thinking in the making of green maps. Research method used in this study is the quasi-experiment of the nonequivalent pretest-posttest design.Four classes from the 7th grade of a junior high school in Taipei City were selected as the sample for study. The experimental group consists of 62 students applying creative visual thinking instruction in the making of green maps; the control group consists of another 62 students applying general teaching strategies in the learning of visual arts. The whole experimental teaching lasted two months, one session per week. Research instruments include the “New Creative Thinking Test” developed by Dr. Wu Ching-chi and “Test of Divergent Feeling” in Williams Creative Assessment Packet. The quantitative data were analyzed by one-way ANCOVA using the pretest-posttest results and analyzed according to control-experimental groups. The qualitative data were from students’ Green Map artwork assignment, students’ feedback of the instruction. The results of this study were as follows: Firstly, it is feasible to apply creative visual thinking instruction in environmental art education in junior high school. Teachers encouraged students to care more about their community through the application of Green Map concept in teaching, and improve students’ thinking ability with the implementation of creative visual thinking instruction. These strategies not only stimulate students’ motivation to learn, but give students an opportunity to show their creativity in the visual image design of Green Map. Secondly, in this study, the application of creative visual thinking instruction could not entirely enhance students’ creative cognition, but showed significant differences in certain aspects: the scores of the “New Creative Thinking Test” on “originality” of figural creative thinking abilities; the “fluency”, “flexibility” and “elaboration” of verbal creative thinking abilities in the experimental group were superior to the control group. In terms of creative thinking and sensitivity, students from the experimental group made significantly greater gains in “Test of Divergent Feeling” on total score and “quality of challenge” than those from the control group.
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