| Summary: | 碩士 === 國立屏東教育大學 === 應用數學系 === 99 === The study is mainly to develop the creative thinking tests of the geometry. The procedure includes design, pretest, correction and test. Then, we construct the rating scale. Later, we compare the test to the Williams creative thinking tests by the Pearson comparison. At last, we use the multidimensional scaling and homogeneity analysis to compare the creative thinking tests of the geometry and the Williams creative thinking tests. The followings are the conclusions:
1. The questions in the test must be suitable for difficulty, providing the samples and easy to answer.
2. The rating scale must be distinguished the differences of the creativities of the students.
3. There are significant correlation between the totals of the creative thinking tests of the geometry and the Williams creative thinking tests.
4. By the multidimensional scaling, the creative thinking has the properties of correlation by subjects.
5. By the homogeneity analysis, the best and worst groups are highly homogeneous for the two tests.
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