Effectiveness on Creativity and Scientific Creativity of anInstructional Model which Using Computer Educational Game with aCreativity Teaching Approach for Elementary Students in Grade 5th and6th

• Main Authors: Jiun-Hung Chen, 陳俊宏
• Other Authors: Chi-Jui Lien
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/79733262990016480013

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 99 === In the knowledge economy era, cultivating stududent’s creativity has become an important part of education. Developing teaching models for stimulating students’ creativity has been regarded as the trend and research priority for each education phase. Today, computer games and technology has played an important role in children’s learning and entertainment. Thus, the research aims to development an instructional model of using computer educational game with a creativity teaching approach for elementary students in grade 5 and grade 6 and to understand the effectiveness of that on students’ creativity and scientific creativity. The teaching approach used in this study integrates a creativity teaching methods, which consists of four steps (awareness, planning, executing and evaluation), into a computer educational game. The research uses a pre-post test design. The study subjects consist of two fifth grade classes and two sixth grade classes of elementary school in Taoyuan City, Taiwna. Experimental group adopts the creative teaching approach with a computer educational game. Control group adopts computer educational game only. Quantitative as well as qualitative data are collected. The tools of this study include: Williams Creativity Assessment Packet and Creavity Test Based on Science and Technology Context. Statistics methods used including, descriptive statistics, one-way analysis of covariance (ANCOVA), dependant T-test, and Johnson-Neyman method. In addition, students’ notes and feedbacks are collected and analyzed. The major results of the study are as follows: 1. Regarding the creativity cognitive ability The test of divergent thinking from the experimental group are superior to that of the students from the control group on “total scores”, “openness” “originality”, and “title”. But there are no significant differences on fluency, flexibility, accuracy between the experimental group and the control group. 2. Regarding creativity affective character There are no significant differences on “total scores”, “adventure”, “curiosity”, “challenge” between the experimental group and the control group; however, are significant differences on “imagination” between the experimental group and the control group. 3. Regarding the creativity related to science and technology context It has shown that the creativity related to science and technology context of the experimental group is superior to that of the control group on “total scores”, “fluency” and “originality”.