設計導向課程對學生科技創造力影響之研究
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Date
2006-06-01
Authors
王保堤
游光昭
王鼎銘
Journal Title
Journal ISSN
Volume Title
Publisher
國立新竹教育大學
Abstract
本研究主要目的在於探討以設計為導向的生活科技課程對學生在科技創造力的學習與應用上的影響。研究首先透過文獻探討，規劃兼顧設計歷程與達成產品功能目標的國中設計導向生活科技課程。其次，透過研究設計尋找相關研究變項，透過課程實施過程的前後測量化研究方法與質性研究資料蒐集，瞭解學生如何藉由生活科技課程活動單元，進行科技創造力的學習。研究方法除以威廉斯創造思考活動、構想創意量表、產品創意量表等工具進行量化資料的收集外，並透過教室觀察及訪談，記錄小組在進行設計與製作活動時的互動情況，以深入瞭解學習過程中學生小組在科技創造力上的具體表現。研究對象採立意取樣，選取台北縣七年級國中學生，以小組學習方式，進行十週以創意電動車的設計與製作為單元的設計導向的課程。
根據研究的結果，發現以設計導向為概念所發展的生活科技設計導向教學模式，可以讓學生反覆進行動手操作、界定問題、設定目標、提出新問題、發展想法、選定方案、設計圖說、實際製作與調整修正等科技創意活動學習歷程，對於學生設計與製作能力的提升及科技創造力的培養均有極大的助益。
其次，根據分析發現以設計導向為概念所發展的生活科技設計導向教學模式，對於學生設計與製作能力的提升及科技創造力的培養均有極大的助雜。其中在準備階段，對於學生團隊的「敏覺力」、「流暢力」、「變通力」與「精進力」四者的關連性較強；在醞釀階段，對於學生團隊的「敏覺力」、「流暢力」、「變通力」與「變通力」四者的關連性較強；在豁然階段，對於學生團隊的「變通力」與「精進力」兩者的關連性較強；在最後的驗證階段，也就是實際製作與調整的階段，對於學生團隊「變通力」、「變通力」與「精進力」三者有較佳的關連性。
The main purpose of this study was to develop the design-approach curriculum, and to discuss the influences of curriculum on middle school student’s technological creativity. The subjects of this study are seventy-six students 7th graders in a junior high school in Taipei. Williams’ Creativity Assessment Packet test was given before and after the curriculum to help understand the process about the concrete performance of student teams in technical creativity. Furthermore, during the process and after the course, classroom observation, formal and informal interviews were also conducted. The conclusions of the study includes: (1) the design-approach curriculum has a positive influence on student team’s technical creativity; (2) the design-approach curriculum has the positive influence on student team’s conception creativity; (3) the design-approach curriculum has the positive influence on student team’s product creativity; and (4) the design-approach curriculum has great help in the promotion of student’s design and making ability, as well as the cultivation oftechnical creativity, especially in the dimensions of “fluency ability” , “accommodation ability and “progress ability “.
The main purpose of this study was to develop the design-approach curriculum, and to discuss the influences of curriculum on middle school student’s technological creativity. The subjects of this study are seventy-six students 7th graders in a junior high school in Taipei. Williams’ Creativity Assessment Packet test was given before and after the curriculum to help understand the process about the concrete performance of student teams in technical creativity. Furthermore, during the process and after the course, classroom observation, formal and informal interviews were also conducted. The conclusions of the study includes: (1) the design-approach curriculum has a positive influence on student team’s technical creativity; (2) the design-approach curriculum has the positive influence on student team’s conception creativity; (3) the design-approach curriculum has the positive influence on student team’s product creativity; and (4) the design-approach curriculum has great help in the promotion of student’s design and making ability, as well as the cultivation oftechnical creativity, especially in the dimensions of “fluency ability” , “accommodation ability and “progress ability “.