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Impact of Creative Inquiry Teaching on Inquiry, Creativity and Learning Outcome of Students ─Department of Horticulture, Songshan High School of Agriculture& Industry in Taipei
creative inquiry teaching
This study applied the quasi experimental research technique to examine the first year students in Department of Horticulture and second-year comprehensive high school horticulture programs class 201, Songshan High School of Agriculture& Industry in Taipei with an eight-week program of creative inquiry teaching. The author conducted the Torrance Tests of Creative Thinking （TTCT）, measurements on inquiry and test in basic competence in horticulture on the students before and after the teaching experiment. The purpose was to understand the impact of creative inquiry teaching on the creativity, inquiry and learning outcome of students. The first step of the research process was to conduct a review and analysis on the literature in Taiwan and overseas regarding the teaching of creative thinking, inquiry and creative inquiry. Finally, this study used the 5E learning cycle teaching as the structural foundation for the construction of the creative inquiry teaching suitable for a teaching experiment on the professional courses in horticulture in vocational high schools. The research findings suggest that the vocational high school students of the two experiment classes in horticulture exposed to creative inquiry teaching perform better than the control group according to the ANCOVA and one-way ANOVA results and such differences were statistically significant. The paired sample t-tests indicate that the post-test results of the two experiment classes were better than their pre-test results and the differences were statistically significant. The inquiry performances of the two experiment classes were better than that of the control group and such differences are statistically significant. However, the superior performance is limited to two competences, i.e. question definition and communication/dialectics. The differences between the experiment classes and the control group in competences such as design and planning, practical validations, analysis& interpretation, were not statistically significant. In terms of creative expressions, There was no significant variance between the experiment group and the control group in the graphic creativity. As far as the individual competence in graphic creativity was concerned, the experiment group performs better than the control group in elaboration of the creative thinking in graphs according to ex-post comparisons. The variance in performance was statistically significant. However, There were no significant differences between the performance of the experiment group and the control group in terms of originality and fluency as sub-competences of graphic creativity. According to an analysis and comparison of the test results on language creative thinking, the experiment group demonstrates better language creativity than the control group and the difference was statistically significant. Regarding the sub-competences of language creativity, the experiment group was superior to the control group in originality, fluency and flexibility, and the difference was statistically significant. According to the feedback statistics on unit learning and the overall results of the survey, over 80% of the experiment group students were satisfied with the learning(Each unit of learning satisfaction above average at 3.97), citing that creative inquiry teaching was helpful to their learning. The interviews with students show that the students find creative inquiry teaching interesting and they have gradually changed their model of learning. The interviews with teachers indicate that creative inquiry teaching, although time-consuming and labour-intensive, indeed boosts the learning interest among students by inspiring thinking and encouraging participation and cooperation. The investigator triangulation of the feedback from students, interviews with students and teachers and statistics on learning satisfaction yields consistent results. That said, the limitations regarding teaching progress and the requirements for technical competences do not allow the luxury of time for students to immerse in creating thinking and inquiry. It is also worth noting that teachers have to be familiar with the techniques and strategies of creative inquiry teaching in order to achieve effective improvement in the creativity and inquiry of students. Finally, this study presents conclusions, discussions, reflections and suggestions based on the researching results and findings. In general, creative inquiry teaching does not achieve statistically different performance for the vocational high school students in horticulture regarding graphic creativity. However, it does contribute to statistically different performance in language creativity. In terms of inquiry and learning achievements, creative inquiry teaching does make a statistically significant difference and assistance.
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