| Summary: | 碩士 === 國立中央大學 === 學習與教學研究所 === 93 === Abstract
The purposes of this study were to develop the model of creative learning process. From literature review, researcher found that the “circulation” is the main common characteristic in models of creative process. Based on this characteristic, the study discussed the change of creative process.
Research method was explanatory multiple-case studies. Participant observation, questionnaire, interview, and portfolio of web-based forum were used to collect data.
It was used to make triangulation from three aspects, including “the factors of creative background”, “change of the creative process”, and “the change of creativity”. The objects of this study were 28 college students of "Introduction and Application of Instructional Media". The creative task was to make “creative multimedia video web site ” in the semester.
The results of this study were as follows:
1.In the aspect of factors of creative background, it is found that these students who recognized themselves as non-creativity people all mentioned the constrained experiences of family and education. So that researcher focused on the students’ notion about creativity to investigate deeply.
2.After analyzing the students’ notion about creativity, it was found that there had two main categories, which were “inner hiding evaluation process” and “external revealable evaluation process”. Former was divided into two concepts, which were “introspective innovation” and “evaluation of realizing creative ideas”. Latter were also divided into two concepts, which were “relative originality” and “molding of external feedback and observation”. These four concepts would gather two opposite categories which were “freely creative localization” and “creative fetter consciousness”. The analysis of students’ notion about creativity provides the deeper understanding that students evaluate whether they are creative people.
3.In the aspect of the change in creative processes, the result was presented that some change had produced. From begin to middle of the semester, there has significant difference in “task value”(t=-2.708,p<.05, effect=.54) and “self efficacy for learning and performance ”(t=-2.176,p<.05, effect=.43); From middle to final of semester, there has no significant difference, but the mean is promotional; From whole semester, there has significant difference in “task value” (t=-2.660,p<.05, effect=.71) and “self efficacy for learning and performance ” (t=-2.929,p<.01, effect=.69). Besides, there has significant difference in “meta-cognitive self- regulation” of creative strategies (t=-2.072, p<.05, effect=.50).This result also revealed that the students’ creative strategies developed for high level meta- cognitive strategies gradually.
4.In the aspect of change in creativity, it was revealed significant progress in graphical fluency, flexibility, originality, and elaboration. Students also thought that they had frontal change in creativity and creative notion.
The result of this study constructs “the model of creative changeful learning processes” to understand the change of creative “circulation” processes. Finally, researcher finds some factors of promoting frontal change in the creative process to be the reference of course design in the future.
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