| Summary: | 碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 95 === The American psychologist J. P. Guilford suggests that creative thinking can be classified along two dimensions: “convergent thinking” and “divergent thinking”. Divergent thinking contains fluency, originality and elaboration, and these four crucial characteristic are related to assessment and development of creativity. This study aims to assess students’ （aged 15 to 16 years） creativity by adopting thinking processes necessary for creating geometric figures as well as examine the variations in creative thinking processes from feedback of different research objects. The research expects to infer that after choosing different self-access materials, the approaches that learners with different thinking processes use to display the works on the same theme will be varied. Through receiving feedback from experts or peers, new works are supposed to differ from original ones. Furthermore, feedback from different objects will bring about diversities of works in the chronological stages.
Three objectives of this research are: 1. No matter whether learners receive feedback or not, would combined works be different: 2. Discuss the changes in creativity after receiving feedback and the possibility that different feedback objects may influence creativity. 3. Do learners with feedback from experts and peers have greater creative performances than those with feedback solely from experts or peers separately? The significant research results are the followings: 1. The learners’ performances will account for differences before and after receiving feedback, and the performances after receiving feedback are better then before. 2. Learners who receive feedback will display greater creative performances than learners without receiving any feedback. 3. The performances of learners who receive feedback from both experts and peers are not better than the performances of learners who receive feedback solely from experts or peers separately.
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