Application of Associate Theory to explore the influence of creative thinking teaching on elementary students’creativity

• Main Authors: Mei-Hui Fu, 傅美慧
• Other Authors: Shyan-Jer Lee
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/18904736599792556413

碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === As for creativity, association is the starting point for creative thinking. This is followed by investigation activities which are the necessary procedure for developing creative thinking, constructing subject concepts and producing creative products. Therefore, edifying elementary students’ ability of association is the best strategy to faciliate students’ creativity. The purposes of this study are: (1) to explore the influence of creative thinking teaching on elementary students’ ability of association. (2) to explore the influence of creative thinking teaching on elementary students’ artifacts creativity of products. (3) to explore the relationships between the status of creativity teaching and students’ learning reaction . (4) to provide suggestions for the implementation of creativity teaching in elementary school. The study uses the quasi-experiment of unequal controlling group design. The sample was from the fourth graders in two classes of an elementary school in Pingtung. One class, 27 students randomly assigned as the experimental group, and the other one was the control group, 27 students. For the experimental group, they conducted the creative thinking teaching program 2 classes a week, for 7 weeks, 14 classes in total, while the control group carried out the traditional teaching program. Quantitative analysis was the major method for this research with qualitative analysis subsidiary to it. The quantitative research used three different kinds of instruments: test of associative ability assessment, creative products, and learning reaction. Data analysis included the ANCOVA, Consensus Assessment Techniques, t-test, and descriptive statistics. The qualitative research utilized learning activity sheets, interview records, instruction journals, photos of creative product and teaching videos. The results of this study are as follows: (1) associative ability assessment: in terms of general performance and association, there the experimental group was significantly better than the control group; originality and flexibility, there is no significant difference between experimental group and control group. (2) creative products: in terms of general performance, originality and flexibility, the experimental group was significantly better than the control group; validity, there is no significant difference between experimental group and control group. (3) learning reaction: according to the learning activity sheet and class observation data and the questionnaires of learning reaction, it turned out that the experimental group which had classes based on creative thinking teaching method responded positively. It even promoted the learning motivation of some students. The results showed that creative thinking teaching method would improve the students’ associative ability, apply their creativity in products , and develop the students’ creativity as well. And the results could be a useful instructional reference for the teaching of “Science and Technology”.