快思「曼」想─曼陀羅思考法融入歷史教學對國中生歷史學習成效與創造力影響之探究
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2021
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Abstract
本研究旨在探討「曼陀羅思考法融入國中歷史課程」對於學生的創造思考、創造傾向、歷史學習之影響。研究對象為臺北市某公立國中八年級學生，共137位學生，在實驗上採「不等組前後測準實驗設計」，學生分為實驗組與對照組，兩組學生分別接受「曼陀羅思考法融入歷史教學」課程與「傳統講述教學」課程，課程共五週、十節課。教學實驗前後分別進行測驗，測驗工具包括「新編創造思考測驗」、「學生創造性傾向量表」及自編的「歷史科學習成就測驗」等，以單因子共變數分析進行研究假設的驗證，並輔以學生的課程心得回饋作探討。研究結果如下：
一、實驗組與對照組在創造思考認知上的差異未達顯著。
二、實驗組與對照組在創造傾向態度上的差異未達顯著。
三、實驗組與對照組在歷史學習認知上的差異未達顯著。
根據統計結果，兩組學生的表現未能看出差異，本實驗對學生的這些表現影響相當有限。然而，從學生的課程回饋，可以看出這次的課程對學生來說是一次「很有意義的嘗試」。學習理解的提升、推理和想像力的習得、能有條理的敘事、能更主動的學習、能更多元的思考等都是學生在課程中的收穫。最終根據研究發現，提出省思與建議，供未來相關研究參考。
The purpose of this study is to explore the impact of integrating “Mandala Thinking” into history courses in junior high school. It aims to test on the effectiveness of students’ creative thinking, creative tendency and history learning cognition.The participants in the study were 137 eighth grade students studying in a public junior high school in Taipei. The study adopted nonequivalent pretest-posttest of quasi-experimental designs, and the students were divided into an experimental group (implement “Integrating Mandala Thinking Into History Classes”) and a control group (execute original class schedule). The courses lasted for 5 weeks in 10 lessons. In this experiment, three quantitative instruments were included: “The New Tests of Creative Thinking” by Ching-Chi Wu, “The Creativity Aptitude Scale for Junior High School Students” and “History Study Achievement Test” designed by the researcher. The statistical methods were one-way ANCOVA. The qualitative data such as students’ feedback and class notes would also be collected and presented in the paper.The results of this study are summarized as follows: First of all, the difference between the experimental group and the control group in creative thinking was not significant. Secondly, the difference between the experimental group and the control group in creative tendency was not significant. Lastly, the difference between the experimental group and the control group in history learning effectiveness was not significant.According to the statistical results, the differences between the experimental group and control group were not significant. However, according to students’ feedback, they regarded the course as a “very meaningful attempt.” Their learning gain can be included in the improvements of understanding comprehension, the acquisition of logical reasoning and imagination, the ability to narrate in an orderly manner, the ability to learn more actively, and the ability to think in multiple ways. To summarize, this study provides guidance for the similar research in the future.
The purpose of this study is to explore the impact of integrating “Mandala Thinking” into history courses in junior high school. It aims to test on the effectiveness of students’ creative thinking, creative tendency and history learning cognition.The participants in the study were 137 eighth grade students studying in a public junior high school in Taipei. The study adopted nonequivalent pretest-posttest of quasi-experimental designs, and the students were divided into an experimental group (implement “Integrating Mandala Thinking Into History Classes”) and a control group (execute original class schedule). The courses lasted for 5 weeks in 10 lessons. In this experiment, three quantitative instruments were included: “The New Tests of Creative Thinking” by Ching-Chi Wu, “The Creativity Aptitude Scale for Junior High School Students” and “History Study Achievement Test” designed by the researcher. The statistical methods were one-way ANCOVA. The qualitative data such as students’ feedback and class notes would also be collected and presented in the paper.The results of this study are summarized as follows: First of all, the difference between the experimental group and the control group in creative thinking was not significant. Secondly, the difference between the experimental group and the control group in creative tendency was not significant. Lastly, the difference between the experimental group and the control group in history learning effectiveness was not significant.According to the statistical results, the differences between the experimental group and control group were not significant. However, according to students’ feedback, they regarded the course as a “very meaningful attempt.” Their learning gain can be included in the improvements of understanding comprehension, the acquisition of logical reasoning and imagination, the ability to narrate in an orderly manner, the ability to learn more actively, and the ability to think in multiple ways. To summarize, this study provides guidance for the similar research in the future.
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曼陀羅思考法, 創造思考認知, 創造傾向態度, 國中歷史教育, Mandala Thinking, Creative Ability, Creative Tendency, Junior High School History Education