自律學習與科技創造力相關性之探討研究
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2008
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本研究旨在探討自律學習與科技創造力的相關性，並分別從學生的自律學習量表表現、自律學習單表現及製造科技認知測驗表現來探討自律學習表現與科技創造力表現的關係。本研究對象為經過十週製造科技自律學習教學模組教學的35位國中七年級學生，該製造科技自律學習教學模組係以Zimmerman, Bonner and Kovach (1996)的自律學習循環步驟來設計。資料分析則進行相關、t檢定等分析。本研究結果如下：
1.學生經過製造科技自律學習教學模組的學習後，並未能顯著提升其自律學習量表表現，但學生在動機分量表的期望成功、行動控制分量表的情境控制與努力堅持、認知分量表的計畫策略等方面的前、後測表現則有顯著差異。
2.學生在自律學習量表之表現與其科技創造力表現無顯著相關。
3.學生在自律學習單之表現與其科技創造力表現無顯著相關。
4.學生在製造科技認知測驗之表現與其科技創造力表現無顯著相關。
整體來說，學生的自律學習表現與其科技創造力並無顯著相關。但是，若學生的自律學習量表、自律學習單表現、及製造科技認知測驗表現較佳時，其科技創造力表現亦有較佳之表現。另外，在自律學習量表表現、自律學習單表現及製造科技認知測驗表現間，發現自律學習量表表現與製造科技認知測驗有顯著相關。
The purpose of this study was to explore the relationship between the performance of self-regulated learning and technological creativity. The performance of self-regulated learning consisted of the Self-Regulated Learning Inventory (SRLI), the self-regulated learning worksheets, and the manufacturing technology cognition test. The subjects, thirty-five seventh-grade students, were taught with the manufacturing technology self-regulated learning module developed by the researcher based on the theory of the self-regulatory cycle of Zimmerman (1996). Data obtained in this study were analyzed by correlation and t-test. The results of this study showed that: 1.After the instruction of the manufacturing technology self-regulated learning module, the students’ performance of SRLI did not increase significantly. But, the posttest was significantly different from the pretest in some sub-items such as: expectancy for success of the motivation section, environmental control of the action control section, effort and persistence of the action control, and planning of the cognition section. 2.The correlation was not significant between the students’ performance of SRLI and their performance of technological creativity. 3.The correlation was not significant between the students’ performance of self-regulated learning worksheets and their performance of technological creativity. 4.The correlation was not significant between the students’ performance of manufacturing technology cognition test and their performance of technological creativity. As a whole, the correlation were not found between the self-regulated learning and the technological creativity.However, when student’s overall self-regulated learning performance (the SRLI, the self-regulated learning worksheets, and the manufacturing technology cognition test) were better, their technological creativity was also well. Additionally, the correlation were found between the SRLI and the manufacturing technology cognition test.
The purpose of this study was to explore the relationship between the performance of self-regulated learning and technological creativity. The performance of self-regulated learning consisted of the Self-Regulated Learning Inventory (SRLI), the self-regulated learning worksheets, and the manufacturing technology cognition test. The subjects, thirty-five seventh-grade students, were taught with the manufacturing technology self-regulated learning module developed by the researcher based on the theory of the self-regulatory cycle of Zimmerman (1996). Data obtained in this study were analyzed by correlation and t-test. The results of this study showed that: 1.After the instruction of the manufacturing technology self-regulated learning module, the students’ performance of SRLI did not increase significantly. But, the posttest was significantly different from the pretest in some sub-items such as: expectancy for success of the motivation section, environmental control of the action control section, effort and persistence of the action control, and planning of the cognition section. 2.The correlation was not significant between the students’ performance of SRLI and their performance of technological creativity. 3.The correlation was not significant between the students’ performance of self-regulated learning worksheets and their performance of technological creativity. 4.The correlation was not significant between the students’ performance of manufacturing technology cognition test and their performance of technological creativity. As a whole, the correlation were not found between the self-regulated learning and the technological creativity.However, when student’s overall self-regulated learning performance (the SRLI, the self-regulated learning worksheets, and the manufacturing technology cognition test) were better, their technological creativity was also well. Additionally, the correlation were found between the SRLI and the manufacturing technology cognition test.
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自律學習, 科技創造力, self-regulated learning, technological creativit