威廉斯創造思考教學模式教材設計對國小學童創造力認知、情意及自然科學業之影響

• Main Author: 吳美慧
• Other Authors: 熊 召 弟
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/56991602691364071409

碩士 === 國立台北師範學院 === 數理教育研究所 === 90 === Abstract This research attempts to explore more about the design of science teaching materials for elementary school students based on Williams creative teaching method. In addition, after thirty-two trial implementation in eight weeks, this research probes the effect of Williams creative teaching method on the elementary school students’ creative cognition, sensitivity, and science academic performance. This research was conducted under the standard experimental method, “nonequivalent pretest-posttest control group design”, sampling from two third grade classes in Xing-xing elementary school in Taipei County as experimental class and control class respectively. The experimental class consisting of thirty-five students had four classes based on Williams creative teaching method in eight weeks; the control class consisting of thirty-six students had regular science classes. The analysis of variables was based on creativity assessment packet and science test records. Results: a. Creative cognition: The students in experimental groups were superior to the students in control groups in terms of general performance and creativity and sensitivity. On the other hand, two groups performed equally fluently and intelligently. b. Creative thinking and sensitivity: Both groups did not reach the general standard of creative, and they did not reach the distinct standard which were quality of adventure, quality of challenge, and imagination respectively. c. Science performance: The experimental group which had classes based on Williams creative teaching method had higher science academic achievement than the control group. d. Science class performance: According to the learning activity sheet and class observation data, the experimental group which had classes based on Williams creative teaching method responded positively. It turned out that the students were relaxed, open-minded, active and delighted in participating in those teaching activities. The researcher comes to a conclusion that teaching materials design based on Williams creative teaching method would develop the students’ creativity, and improve their science academic achievement as well. Keyword: Science performance, Creativity Assessment Packet, Teaching for creative thinking, Creativity