「DFC創意行動挑戰教學方案」對國中學生創造力與創造性傾向之成效研究

Abstract

本研究旨在以「DFC創意行動挑戰教學方案」作為實驗教材，探討此方案對國中學生創造力與創造性傾向之成效。採準實驗研究中之不等組前後測設計，以新北市某國中兩個班級作為實驗組（接受DFC教學方案）與控制組（未施以任何實驗處理），兩班皆為26人。以「情境式創造力測驗」與「國中學生創造性傾向量表」為研究工具，另以自編之「DFC課程回饋表」與「活動心得問卷」為輔，作為教學歷程之探討。依前後測所得之數據資料，由SPSS軟體進行描述統計與單因子共變數分析，以瞭解受試者在創造力與創造性傾向的表現情形。研究結果如下：一、實驗組在「價值性」與「創造力」的表現顯著優於控制組，而獨創性則無。二、實驗組在創造性傾向之各項表現與控制組皆無達到顯著差異。最後，根據研究結果提出具體建議，作為未來研究與教學之參考。

The purpose of this study was to examine the effect of “Design for Change Challenge Program” for the creativity and creative tendency of junior high school students. The study adopted nonequivalent pretest-posttest of quasi-experimental designs and selected two classes, each having 26 students, from a junior high school in New Taipei City as an experimental group (implement Design for Change Challenge Program) and a control group (execute original class schedule) respectively. The study used four scales: “Situation-based Creativity Test”, “The Creativity Aptitude Scale for Junior High School Students”, “Feedback Questionnaire of Course”, and “Questionnaire of DFC”. Based on the summary of tests and One-way ANCOVA, the following results of this research are:Ⅰ.There were significant differences in “Value” and “Total Score” of creativity, but no significant differences in “Originality” between the experimental group and the control group. Ⅱ.There were no significant differences in “The Creativity Aptitude Scale for Junior High School Students” between the experimental group and the control group. Finally, the study provides some suggestions for teaching guidance and future study.