想像力融入生活科技課程設計暨效果評估

Abstract

摘要 本研究目的在於探討想像力融入生活科技課程對於國中學生想像力、科技創造力的教學效果。本研究實驗對象為台北市立某國中七年級學生，採用自編之生活科技想像力教學法之教學活動進行實驗教學，使用工具包含「未來想像傾向量表」、「想像思考測驗」、「構想創意評量表」，來評量學生在想像力及科技創造力上的表現。本研究的實驗時間為期六週，實驗程序分為三階段進行，即「前測」、「實驗操作」、「後測」三階段，分別為以「未來想像傾向量表」、「想像思考測驗」作前測。課程設計乃為對實驗組進行六週想像力融入生活科技教學的課程，於實驗結束後，對實驗組及控制組以「未來想像傾向量表」、「想像思考測驗」、「構想創意評量表」進行後測，以進行課程效果的評估。根據研究結果，本研究結論如下：一、想像力技法融入生活科技課程能提升國中學生想像力。二、想像力技法融入生活科技課程能有效提升國中學生之科技創造力。最後，根據研究結論，針對國中生活科技課程提出若干建議，以供設計、實施想像力技法融入生活科技教學者及後續研究者參考。

關鍵詞：想像力、生活科技課程、科技創造力Abstract The purpose of this study was to investigate the teaching effects of blending the imagination into living technology curriculum on junior high school students’ imagination and technological creativity. The subjects involved the seventh-graders from a junior high school in Taipei city, and this study adopted the self-designed teaching method to process. Tools including “The Scale of Future Imagination Disposition”, “Imaginative Thinking Tests”, and “The Scale of Designing Creativity” are used to evaluate students’ performance on the abilities of imagination and technological creativity. The experimental time of this study was 6 weeks, and the whole experiment were divided into 3 stages: pre-test, experimental operation and post-test. “The Scale of Future Imagination Disposition” and “Imaginative Thinking Tests” were used as pre-test. Living technology curriculum introducing the element of imagination was specially designed for the experimental group for six weeks. After the experiment, “The Scale of Future Imagination Disposition”, “Imaginative Thinking Tests” and “The Scale of Designing Creativity” were adopted to serve as post-test for both experimental and control group in order to evaluate the curriculum result. According to the results of the study, the conclusions are as followed: 1.Imaginative techniques in living technology curriculum promoted students’ imagination abilities. 2.Imaginative techniques in living technology curriculum promoted students’ technology innovation abilities effectively. Based on the research conclusions, suggestions are provided on living technology courses and they may serve as further references for teachers and researchers.