國中生生活科技創造力表現相關因素分析研究

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2009

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本研究旨在探討國中生在學習生活科技時其個人因素(智力、學科成就、個人特質)和家庭因素(社經地位、社會資本、文化資本)與其生活科技創造力表現之間的關係,以提供未來從事創造力教學和研究之參考。 研究樣本為台北市某公立國中學生計233人。研究工具包括葉玉珠、吳靜吉及鄭英耀(2000a)所編製「創意發展個人特質量表」與黃隆興(2005)參閱Bourdieu、Coleman之文化、社會資本理論編製「家庭社會資本」、「家庭文化資本」量表以及張玉山(2003)之「構想創意」和「產品創意」評量表,再向受測學校取得學生各學科成就、智力。施測所得資料運用描述性統計、獨立樣本t考驗和積差相關等統計方法。歸納出下列結論: 一、 性別在生活科技創造力表現上有顯著的差異。 二、 生活科技創造力表現優異者,需以適度的智力為基礎。 三、 高社經家庭,能提供廣泛而優良試探環境,提升科技創造力表現。 四、 多元文化接觸、頻繁地閱讀課外知識,有助其生活科技創造力表現。 五、 學科成就高者,有助於提升其生活科技創造力表現。 六、 個人特質是影響生活科技創造力表現的重要因素。 七、 嚴格的家庭規範,對於生活科技創造力表現的提升並無助益。
The main purpose of this research is to study the relational effect of personal qualities (gender, intelligence, personality) and family factors (socioeconomic status, property capital, cultural capital) on junior high school students’ technological creativity. It provides reference for people who engage in the teaching and study of technological creativity. The 3 scales used in this research are “Test of Technological Creativity” (Yu-Chu Yeh, 2000), “Family Cultural Capital Questionnaire” (Long-Xing Huang, 2005) and “Family Property Capital Questionnaire” (Yuh-Shan Chang, 2003). The participants include 233 junior high students from Taipei. The employed methods for study are Pearson Correlation, independent sample t-test, and stepwise multiple regression analysis. The results of this research are as below: 1. The gender of junior high students causes profound diversity in technological creativity. 2. Those with good technological creativity require adequate intelligence as basis. 3. The higher the socioeconomic status of a family, the better the student demonstrates his or her technological creativity. 4. Students with rich culture, with plentiful reading had better achievement on technological creativity. 5. Those with higher academic performance show better technological creativity. 6. Personal traits significantly shape and affect one’s technological creativity. 7. Strict family laws do not help enchant one’s technological creativity.

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科技創造力, 學業成就, 智力, 個人特質, 社會資本, 文化資本, 社經地位, gender, intelligence, socioeconomic status, academic achievement, technological creativity, cultural capital, property capital

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