網路同步腦力激盪環境下大學生思考風格與創造力之研究
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2010
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本研究旨在探討思考風格層次面中的整體型、局部型的思考風格，在網路同步腦力激盪的環境下，學生創造力的表現。研究目的如下：
一、探討網路同步腦力激盪法之實施原則與方式。
二、探討不同的思考風格，對學生創造力表現的差異。
三、探討網路同步腦力激盪法，對學生創造力的影響。
四、探討學生使用同步平台進行網路同步腦力激盪法之滿意程度。
本研究以國立台灣師範大學工業科技教育系之10位大學生為研究對象，實施三週的網路同步腦力激盪之創造力教學實驗。研究的工具包含思考風格量表、教學活動學習單、陶倫斯創造力測驗成人精簡版及學習滿意度問卷，然後以描述統計、Mann-Whitney U考驗及魏氏考驗等統計方法進行資料處理。研究所得結果如下：
一、根據文獻探討與研究結果，提出網路同步腦力激盪法之實施原則與方式。
二、整體型、局部型思考風格的學生，在創造力測驗的得分上未達到顯著性差異。從質性分析發現，整體型思考風格的學生在表現創造力時，著重在整體形象的呈現；局部型思考風格的學生則專注在每個細節的部分。
三、實施網路同步腦力激盪教學後，對學生在創造力測驗的前後測得分上未達顯著性差異，但整體學生的後測平均分數略高於前測平均分數。
四、大多數的學生對於網路同步腦力激盪的學習方式感到滿意，尤其在課程互動方面有最佳的滿意程度。
The aim of this research is to explore the relationship of university students’ thinking styles and their creativities in a synchronous e-brainstorming learning environment. The main purposes of this study were listed as follows: 1. To explore the principles and processes of the synchronous e-brainstorming method. 2. To explore the differences of students’ creativities referred to their thinking styles. 3. To investigate the effects of the synchronous e-brainstorming method on students’ creativities. 4. To understand students’ satisfaction with the synchronous e-brainstorming learning mode. This study adopted an experimental instruction for three weeks. The subjects were ten students in the Department of Industrial Technology Education, National Taiwan Normal University. The research instruments were Thinking Styles Inventory(TSI), worksheets, Abbreviated Torrance Test for Adults(ATTA), and learning satisfaction questionnaire. The statistic methods included descriptive statistics, Mann-Whitney U test and Wilcoxon matched-pairs signed-rank test. Results of this study were listed as the followings: 1. Based on the literature review and study findings, summed up the principles and processes of the synchronous e-brainstorming method. 2. There is no significant difference in creativity test between the students of global and local thinking styles. Referred to the result of qualitative analysis, the students of global thinking styles concentrate on the whole images, but the ones of local thinking styles focus on every detail. 3. There is no significant difference in creativity test scores between pre-test and post-test. Students’ post-test mean scores are better than pre-test ones. 4. Most students are satisfied with the synchronous e-brainstorming learning mode, especially with the interaction part.
The aim of this research is to explore the relationship of university students’ thinking styles and their creativities in a synchronous e-brainstorming learning environment. The main purposes of this study were listed as follows: 1. To explore the principles and processes of the synchronous e-brainstorming method. 2. To explore the differences of students’ creativities referred to their thinking styles. 3. To investigate the effects of the synchronous e-brainstorming method on students’ creativities. 4. To understand students’ satisfaction with the synchronous e-brainstorming learning mode. This study adopted an experimental instruction for three weeks. The subjects were ten students in the Department of Industrial Technology Education, National Taiwan Normal University. The research instruments were Thinking Styles Inventory(TSI), worksheets, Abbreviated Torrance Test for Adults(ATTA), and learning satisfaction questionnaire. The statistic methods included descriptive statistics, Mann-Whitney U test and Wilcoxon matched-pairs signed-rank test. Results of this study were listed as the followings: 1. Based on the literature review and study findings, summed up the principles and processes of the synchronous e-brainstorming method. 2. There is no significant difference in creativity test between the students of global and local thinking styles. Referred to the result of qualitative analysis, the students of global thinking styles concentrate on the whole images, but the ones of local thinking styles focus on every detail. 3. There is no significant difference in creativity test scores between pre-test and post-test. Students’ post-test mean scores are better than pre-test ones. 4. Most students are satisfied with the synchronous e-brainstorming learning mode, especially with the interaction part.
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網路同步腦力激盪, 思考風格, 創造力, synchronous e-brainstorming, thinking styles, creativity