| Summary: | 碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 100 === Education on creativity has been advocated and promoted by the Ministry of Education of Republic of China, Taiwan. The courses of living technology for junior high school students in the Grade 1-9 curriculum focus on students’ abilities of diversion thinking and problem solving, which can be aroused by mind mapping, as known as a useful tool that emphasizes the inspiration of creative thinking. This study aims to discuss the influences that mind mapping instructions in the living technology curriculum might have on junior high school students’ technological creativity. Quasi-experimental teaching activities were designed and conducted to six classes of Grade-9 students in a junior high school in Taipei. Whether mind mapping instructions in the living technology curriculum contributes to enhancing the technological creativity or not is thus understood through the activities. Three of the six classes were experimental group in which mind mapping instructions were implemented while the other three were baseline group and were given traditional lectures only. A teaching activity of “Design a Green Building on Campus” had also been applied on both groups for eight weeks. In this research, “The Test of Creativity of Technology” edited by Yu-Chu Yeh (2005) is used to collect data which show the differences of students’ creativity performances between the pre-test and the post-test; “Scale of Designing Creativity” designed by Yu-Shan Chang (2003) is also adopted to assess students’ works. All the data obtained were analyzed by T-Test, Median, Standard Division, and ANCOVA. The findings of the research were summarized as follows.
1.Mind mapping instructions in the living technology curriculum contribute to inspiring creative thinking in the technological creativity of junior high school students.
2.Mind mapping instructions in the living technology curriculum significantly excel traditional lectures in inspiring creative thinking in the technological creativity of junior high school students.
3.Mind mapping instructions in the living technology curriculum significantly excel traditional lectures in enhancing performances of the technological creativity of junior high school students.
4.Mind mapping instructions in the living technology curriculum contribute positive influence to the technological creative production of junior high school students.
5.Mind mapping instructions in the living technology curriculum have different influences from traditional lectures on technological creative production of junior high school students.
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