| Summary: | 碩士 === 國立臺北教育大學 === 藝術學系碩士班 === 95 === The purpose of the study is to investigate how the pedagogy of creative problem-solving can help in teaching Life Curriculum, which produces an effect on the creativity of the lower grade pupil in the elementary school. The approach of this study is based on pupil of two classes divided into experimental and controlled group using experimental research design. There are twenty-four pupils on each group. Two groups of pupils went through 6 weeks of experimental lessons, 5 lessons per week, 40 minutes per lesson, which add up to the total of thirty lessons comprises 1200 minutes. Experimental group proceeded with creative problem-solving instruction and the controlled group proceeded with general instruction. At the end, each group's creativity and problem-solving ability was compared. The design of the study was according to the processes of creative problem solving of Parnes. The data of the study is collected based on the research instrument called “Creativity Assessment Packet” by F.E. Williams. The collected data was analyzed using SPSS (ANCOVA).
The study had shown that in the creativity measurement, pupils of the experimental group got higher scores on openness and precision than those of the controlled group. However, there are only little differences on fluency, flexibility, and heading. Both groups’ total score does not shown marked difference. On the effective learning, experimental group perform better that the control group.
Accordingly, creative problem-solving pedagogy can help develop creativity for the elementary students when it is applied in their Life curriculum. Based on related literature and the results of this study, the researcher makes some suggestions to the elementary school teachers on the instruction of Life curriculum and also as a reference for future research.
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