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Effects of the Timing of Showing Project Example on Student’s Technological Creativity and Learning Achievement of Technology Education at Senior High School
timing of showing project example
learning achievement of technology education
This study aimed to explore the impact of the timing of project showing on student’s technological creativity and learning achievement of technology education at senior high school. Employing a qua-si-experimental of nonequivalent pretest-posttest control group design, this study selected 134 students of 11th graders in a senior high in Taipei as the subject. Subjects were assigned to two groups (experimental and control) and experienced a five-week or 10-teaching-hour course. Two groups used the same research tools, and their former unit scores were used as their pre-test scores. During their courses, the experimental group carried out the first design before seeing a project example while the control group was shown a project example first. Finally, the ex-perts used a product creativity inventor to judge students’ projects and to give them marks. Consequently, the conclusions of this study are as follows: (1) Showing an example after design can enhance students’ technological creativity. (2) The students who did not see an example before conducting their design demonstrate more variety and better orig-inality in design. However, the students who see an example before con-ducting their design make more exquisite project. (3) During solving problems, the students intend to choose more convenient and quicker way; especially, they intend to seek direct and obvious solutions when problems come after their projects are finished.
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