陳秀玲黃博聖蘇筑筠Hsiu-Ling Chen, Po-Sheng Huang, Chu-Yun Su2022-05-162022-05-162021-09-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116207Teaching students the ability to think creatively can improve a country's continuity and prosperity. However how strategies for teaching creative thinking can be efficiently applied remains unclear. This study examined the effect of a 9-week creativity curriculum on the creative thinking ability of students in an engineering program at a vocational high school. A nonequivalent, quasi-experimental design was employed. A total of 85 students were assigned to an experimental group of 41 or a control group of 44. The students in the experimental group scored significantly higher in all aspects of creative thinking ability, namely, fluency, flexibility, originality, and elaboration. The creative thinking curriculum yielded positive results; the emergent themes in the creative process included: (1) curriculum characteristics, (2) group dynamics, and (3) constraining conditions. The results imply that this 9-week creativity curriculum is efficient and can be incorporated into future research on engineering education or creative thinking.creative thinking abilitycreative thinking instructiondivergent thinkingprocess analysisvocational high school