The Effect of DISCOVER Curriculum on Problem Solving Ability and Creativity of Elementary Gifted Students

• Main Authors: Shou-Ying Tsai, 蔡碩穎
• Other Authors: Ching-Chih Kuo
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41665361416488093372

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 98 === The main purposes of this study were to design a three-units topic course in the science domain based on the DISCOVER Model for elementary gifted students, and to investigate the learning effects on problem solving ability. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved fifth grade gifted students from two elementary schools in Taipei County. The experiment group attended twenty-six classes, each class took 40 minutes. The instruments used were: (1)self-designed DISCOVER Curriculum；(2)“Scales of multiple intelligence”；(3)“Reorganization Problem Solving Test”；(4)“Torrance Tests of Creative Thinking”；(5)assessment work sheet；(6)learning records；(7)product assessment；and(8) feedback questionnaire. The data were analyzed by t-test , ANCOVA and frequency ratio analyses. The major results were as follows: 1. In terms of individual student’s performance in experiment group in “Multiple Intelligence Scale Type 2”, there are five students who are equipped with one priority intelligence, five students with two types of priority intelligence, two students with three types of priority intelligence, one student with four types of priority intelligence, two students with five types of priority intelligence, and two students with six types of priority intelligence. However, there are still ten students who don’t show any special intelligence. 2. In terms of individual student’s performance of self-evaluation in experiment group in DISCOVER curriculum, there are five students who are equipped with one priority intelligence, five students with two types of priority intelligence, nine students with three types of priority intelligence, seven students with four types of priority intelligence, and one student with six types of priority intelligence. 3. After DISCOVER learning, there were significant difference between the pretest and posttest on Type II, TypeIII, TypeIV, TypeV, and TypeVI problem solving abilities in the experiment group. 4. In terms of the posttest of “Reorganization Problem Solving Test” , “Flexibility”, and the full scale , the scores of the experiment group on the posttest are significantly better than on the pretest after the DISCOVER curriculum. The result of ANCOVA also indicates that the performances of experiment group on “Finding Solutions”, “Finding Causes”, “Avoiding Problems” and “Effectiveness” are significantly better than the performances of control group. 5. After implementing the DISCOVER curriculum, the scores of the students who took “Torrance Tests of Creative Thinking” in the experiment group in the posttest are better than those in the pretest. According to the result of ANCOVA, students in experiment group perform better on “Flexibility” than those of the students in control group. 6. There were no significant difference between the four dimensions regarding “Novelty”, “Resolution”, “Elaboration and Synthesis”, scores and the four dimensions regarding “Torrance Tests of Creative Thinking” regarding “fluency”, “originality”, “flexibility”, full scale. 7. The different types of problem solving activity chosen by experiment group showed that Type I to Type IV are 92% out of the total times. However, Type V and Type VI are 8% out of the total times. 8. Seeing from the feedback questionnaire, most students hold a positive attitude toward DISCOVER curriculum. Students believe that they can enhance their problem-solving ability and creativity through DISCOVER curriculum. Furthermore, they are more capable of handling information, learning with their gifted ability, team work, expressing themselves, experiencing hands-on activities.