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Effect of Creative Thinking Skills Integrated into Guidance Activity Curriculum Self-Development Theme Axis on Creativity and Self-Concept for the Junior High School Students
Six Thinking Hats
self-development theme axis
guidance activity curriculum
The purpose of the current research is to investigate the effect of integrating creative thinking skills into guidance activity curriculum self-development theme axis on creativity and self-concept for the junior high school students. The participants of the study are 133 students. They are from the six classes of the seventh grade in a junior high school in Taipei city. This study employed the nonequivalent group quasi-experimental design was employed in the study. The participants were divided into an experimental group (67cases) and a control group (66cases), each group includes three classes. The experimental group was implemented ” The creative thinking skill integrated into guidance activity curriculum” for eight weeks, one class per week, 45 minutes per session, mainly using Six Thinking Hats and Mandala, while the control group was implemented general courses. The instruments in the study consisted of ”The New Creativity Test”, ”The Creativity Assessment on The Affective Factors of Creativity” and ”The Self-concept Scale for Elementary School Students”. The data analysis conducted a one-way ANCOVA, and used the learning performance of ”The creative thinking skill integrated into guidance activity curriculum” on qualitative methods to assess the effectiveness of teaching. Finally, based on the results, suggestions are made for the further studies. The results are as follows: (1) In the “The New Creativity Test”, there were significant differences in fluency, flexibility, originality, and elaboration of figural creative thinking abilities between two groups. The post test scores of the experimental group is higher than the control group. (2) In the “The Creativity Assessment on The Affective Factors of Creativity”, except for the curiosity and challenge, there were significant differences in total score, risk-taking, and imagination of affective factors of creativity between two groups. The experimental group had better outcomes than the control group. (3) In the “The Self-concept Scale for Elementary School Students”, except for the school self-concept, appearance self-concept, and emotional self-concept, the experimental group had better outcomes in total score, physical self-concept, interpersonal self-concept, and Individual self-concept of the self-concept factors. Besides, the family self-concept of the experimental group approached significance. (4) According to learning sheets, creative thinking skills facilitated students to express their thoughts and increased their commitment to the course. (5) According to the feedback forms, most of the students had positive feedback on “Creative Thinking Skills Integrated into Guidance Activity Curriculum”. In Six Thinking Hats, the students liked to use the green hat the most, and disliked to use the black hat the most. Besides, the students thought that the Mandala could not only improve and enrich ideas but enhance their association. (6) This study found that Six Thinking Hats and Mandala can help enhance students' creativity and self-concept, and can be used as a practical reference for future teachers to develop “Creative Thinking Skills Integrated into Guidance Activity Curriculum”.
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