國中學生科技創造力評量工具發展之研究-以科技產品類科技競賽為例

Abstract

自從Guilford於1950年的演說提倡創造力的研究以來，如何評量一個人的創造力變一直是許多學者所面臨的挑戰。以往的創造力評量多注重創意概念的評量，本研究則以科技產品類科技競賽為評量情境，讓學生透過實際動手的設計製作活動，來發揮科技創造力並且解決問題。所謂的科技創造力是指學生在科技活動中所展現的創造力，而科技創造力與創造力最大的不同在於除了創意思考，更注重執行製作的成果。因此本研究依據學生在科技競賽中產出的活動記錄單和作品，針對學生的科技創造力加以評量。 為了發展合適的科技創造力評量工具，本研究透過文獻探討整理出科技創造力之評量項目，再以改良式德懷術(modified Delphi technique)研究法來彙整十八位專家的意見，透過三回合之德懷術問卷調查以完成科技創造力評量表，其評分項目和比重分別為：思維多樣性(15%)、思考深度(5%)、思維獨創性(15%)、變通反應力(10%)、思維可行性(10%)、材料適切性(10%)、造型獨特性(10%)、構造特殊性(10%)以及功能適切性(15%)。然後在國中舉辦科技競賽，以施行本評量工具進行參賽者科技創造力的評量，依照施行的情況編寫說明手冊以提升本評量工具之實用程度。

How to assess creativity had been a challenge in the field of creativity research since 1950. Instead of focusing on assessing one’s creativity concepts, this research designed a technological competition oriented assessment tool so that students can utilize their technological creativity through practical hands-on performance. Technological creativity is a kind of creativity that students show through technological activities. Making an idea into practice is what technological creativity different from other forms of creativity. Therefore, thisresearch assessed students’ technological creativity by the outcomes, such as process record and product, of technology competition. In order to develop appropriate technological assessment tool, this research gained elements of technological creativity by references. With the modified Delphi technique inquiries, this research designed the technological creativity assessment tool by gathering 18 panelists’ opinions and suggestions. Putting the assessment tool into practical use made the tool more useful. Through modified Delphi technique, the researcher summarized the items of technological creativity assessment and their percentage as following: a multiplicity of thought (15%), depth of thinking (5%), originality of thought (15%), flexibility (10%), practicability of thought (10%) , appropriateness of material (10%), uniqueness of feature (10%), special structure (10%), appropriateness of function (15%).