| Summary: | 碩士 === 國立東華大學 === 科學教育研究所 === 98 === Integrating information and communication technology (ICT) into the teaching in
classroom is a widespread tendency among the world. This study aims to compare the
impact of “traditional teaching” and “creative problem-solving ICT” on the creativity of
elementary students. The term “creative problem-solving ICT” is to instruct learners
the ability of solving problem creatively with the supplement of ICT. We adapted the
quasi-experimental research method for this study, and divided 66 sixth-grade
elementary school students into two groups - the experimental group (N=33) and the
control group (N=33). The whole experimental duration lasted 10 weeks in a total of 45
class sessions. The research tools are inclusive of “open questions for scientific
creativity,” “the questionnaire of creative problem-solving ICT,” “web-based
experimental platform” and “semi-structured interview”. Both groups received the
pre-test of “open questions for scientific creativity” before the experiment. After the
experiment, they both received a post-test of “open questions for scientific creativity”
and “semi-structured interview”; while only the experimental group took “the
questionnaire of creative problem-solving ICT.” All the above results were computed
using SPSS to examine the independent sample t-test and the one-way ANOVA
(analysis of variance). The following conclusions were reached: (1) students in the
experimental group performed better in the pre-test of “the open question of science
creativity” than those in the control group. (2) students in the experiment group
displayed highly expressional fluency, flexibility and creativity than the control group
students. (3) the experiment group students held positive attitudes toward ICT learning
environment on “the questionnaire of creative pro blem-solving ICT”. Therefore, the
creative problem-solving ICT appears to be an appropriate method for improving the
ability to solve creative problems.
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