A Study on the Effects of Blocks Course Intervention on Preschool Epistemological Beliefs and Implicit Theories Creativity

• Main Authors: Wei,Ming-Shu, 韋明淑
• Other Authors: Wang, Chih-Hung
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/mh4jar

博士 === 國立彰化師範大學 === 教育研究所 === 106 === The purpose of this study is to investigate the influence of building blocks course intervention on the knowledge, beliefs, and implicit in the creativity of preschool parents in Kaohsiung and Shanghai. To compare preschool parents in Taiwan and mainland China have different social demographics (gender, education background). Are there have implicit knowledge and creativity behind the influences, when the courses intervene between the preschool parents in Kaohsiung and Shanghai. To achieve the objective, the research is based on the effects of blocks course intervention on preschool parent’s epistemological beliefs and implicit theories of creativity. This questionnaire use sampling method. Kaohsiung and Shanghai each 600 preschool parents, 300 for the experimental group, 300 for the control group, a total of 1,200 preschool parents as the research object. The research starts beginning of the questionnaire survey, and after the blocks course involved will do the questionnaire survey again. It will have 2400 of the survey. The questionnaire survey data to descriptive analysis, MANOVA analysis of statistical methods such as data analysis. The survey concluded: 1. Preschool parents in both places believe that the ability to learn is natural and creativity is the ability to change by learning or other means. 2. In different regions, preschool parents in Kaohsiung have much more belief that learning is natural and creativity can be change by learning or other means than Shanghai’s parents. 3. In different gender, Kaohsiung and Shanghai’s parents have little difference in epistemological beliefs and implicit theories creativity after the blocks course involved. 4. Different ages indicating that parents of 31 to 40 year old in both places tend to believe that learning is natural and creativity is the ability to change by learning or other means than over other age groups. Entity theory is not different. 5. Different educational backgrounds show that having the high schools educational parents in both places tend to believe that learning is natural over other educational backgrounds. The university educational parents tend to believe in creativity is a capacity that cannot be changed. Incremental theory is not different. 6. After the blocks courses were involved, it showed Taiwan’s preschool parents prefer to believe that learning ability is innate and that creativity is the ability to change by learning or by other means. China’s parents prefer the creativity is unchangeable. Finally, the results of the study are the various suggestions for the preschool parents, preschool teachers, learning institutions and future researchers.