| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 99 === The main purpose of this study is to study the influence on fifth-grade students of applying concept mapping teaching strategy for creative thinking in the learning area of Social Studies in elementary school. An experiment with nonequivalent-control-group design was conducted, and was applied on 48 fifth-grade students in elementary school. Among them, 24 students were assigned as experimental group, and attended experimental courses with 16 sessions. The other 24 students were assigned as control group with receiving the original courses. Both quantitative and qualitative methods were adopted. On the quantitative part, the test of divergent thinking and the test of divergent feeling were used to evaluate the pretest-posttest of experimental teaching. And to analyze the data, statistics such as dependent samples t-test, one-way covariance (ANCOVA) were used, so that the way the changing process of students’ creativity could be realized. On the qualitative part, the interviewing with students and the tutor and the researcher’s observation notes and teaching journals were used to collect data, so that the changing process and accomplishment of students’ concept mapping could be interpreted. The results of this study were summarized as follows:
1. in the aspect of creative thinking ability
(1) In overall performance, the experimental group is superior to the control group.
(2) On “precision” and “titling”, the experimental group was significantly superior to the control group. As on “fluency”, “openness”, “changeability”, and “originality”, there was no significant difference on both groups.
2. in the aspect of creative thinking and sensibility
(1) In overall performance, the experimental group is superior to the control group.
(2) On “creativity” and “curiosity”, the experimental group is superior to the control group. Yet on “imagination” and “challenge”, there was no significant difference between the experimental group and the control group.
3. in the aspect of learning reaction
(1) This study revealed that the students appeared positive action towards teaching for concept mapping.
(2) Teaching for concept mapping can improve students’ learning performance and interest.
(3) Teaching strategy for concept mapping can lightly improve students’ creative performance.
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