The Influence of Robot Creation Activity on Fifth and Sixth Grader’s Creativity in Science and Technology

• Main Authors: Yung-Kang Chang, 張永康
• Other Authors: Yu-Ling Lu, Ph. D
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/74399703714283269501

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 98 === The purpose of the study of the robotics creation for fifth and sixth graders was to explore the performance and development on the scientific and technical creativity. Three objectives were: First, to understand the elementary students’ scientific and technical creativity performance in robotics education; Second, to investigate the correlation between the scientific and technical creativity achievements of the students who learned robotics and their learning achievements of mathematics and natural science; Third, to explore how teachers developed students’ scientific and technical creativity in robotics education. Subjects of this study were 33 students in a robotics club at one of the elementary schools in Taipei County, Taiwan. First of all, the data were collected from the observation of learning activities in class, teachers’ records, students’ work and interviews. Secondly, a measurement instrument, "Scientific and Technical Creativity Test", was established according to students’ expression on science and technology learning and the scientific and technical creativities of robotics education. The correlation between the creative achievements of the students who learned robotics and their learning achievements of mathematics and natural science was conducted by Pearson product-moment correlation coefficient. Finally, this study interviewed teachers and reviewed their documents to explore how teachers developed students’ scientific and technical creativities in robotics education. Three main findings are as followings: 1. The performances of the scientific and technical creativity of the elementary students in robotics education: 　　(a) Students with interests, concentration and self-confidence, and 　　imagination had better performance on their scientific and technical 　　creativities. 　　(b) Students needed sufficient time to prepare, think and take action to 　　experience trials and errors, and to solve problem for incubating 　　scientific and technological creativities; 　　(c) The performance of the scientific and technical creativities was 　　stimulated by the competition, and imitating the creative works. 　　(d) The inspiration of the scientific and technical creativities came from 　　the observing and imitating animals’ movements, industrial products, 　　etc…. 2. The correlation between the creative achievements of the students who learned robotics and their learning achievements of mathematics and science learning was moderate and high, respectively. 3. Experienced teachers developed students’ creativity by: 　　(a) Adopting a cross-discipline approach.; 　　(b) Utilizing individual characteristics of students to induce creative 　　　thinking; 　　(c) Providing activities of open subjects and group competitions for 　　　students to demonstrate their scientific and technical creativity.