國中生創意認知歷程與科技創作之研究

Abstract

本研究旨在探討國中生創意認知歷程與科技創作表現之間的關係，並且以擴散性思考能力、科技創意傾向為背景變項。本研究以台北縣市國中一年級學生172人為研究對象。 研究工具包含：「威廉斯創造性思考活動」、「科技創意傾向量表」以及自編之「創意認知歷程量表」、「科技創作測驗」。所得到的資料分別採描述統計、單因子變異數分析、典型相關等統計方法加以分析。本研究主要發現如下： 1. 性別在創意認知歷程的聯結綜合以及科技創作的精緻性、挑戰性表現有顯著差異。男生在聯結綜合、機能表現比較好，並且具有較高的挑戰性傾向；女生則在精緻性的表現較好。 2. 擴散性思考能力高低分組在創意認知歷程的表現有顯著差異，尤其是在創意認知歷程的聯結表現與綜合表現。 3. 科技創意傾向高低分組在創意認知歷程的表現有顯著差異，尤其是具有挑戰性及冒險性傾向的學生在創意認知歷程的表現較好；較具有好奇心傾向的學生，則在科技創作的精緻性上表現較好。 4. 創意認知歷程與科技創作間無典型相關。原因可能在於學生容易相互抄襲與實作能力的不足。

最後，本研究根據研究發現，提出建議事項，供相關單位人員在教學應用及學術研究之參考。

The purpose of this study was to investigate the relation between creative cognition and technological creative production of junior high school students. The participants of this study were 172 seventh grade junior high school students in Taipei City and Taipei County. The instruments of this study were “Williams Creative Thinking Test”, “Scale of Technological Creativity Tendency”, “Technological Creative Production Test”, and “Scale of Creative Cognition” which was developed by the researcher. All the data obtained in the survey were statistically analyzed by the descriptive statistics, one-way ANOVA, and canonical correlation. The findings of the research were summarized below: 1. Statistically significant differences were found in the mean scores of creative cognition and technological creative production between male and female participants. The results indicated that males performed better in association and synthesis of creative cognition, functional design of technological production, and had higher tendency towards challenge. Females performed better in delicacy of technological production than males. 2. Significant differences in the mean scores of creative cognition, especially in association and synthesis, exited between students of higher and lower divergent thinking scores. 3. There were significant differences in the mean scores of creative cognition between students of higher and lower technological creativity tendency. Students of higher challenge tendency and adventure tendency reported significantly higher creative cognition scores than those of lower challenge tendency and adventure tendency. In addition, those students of higher curiosity tendency performed better in delicacy of technological production than those of lower curiosity tendency. 4. There was no canonical correlation between creative cognition and technological creativity. The reason could be caused by plagiarizing and lacking of creative production ability. Finally, some suggestions were proposed for teachers, relative educational institutions and further study.