兒童解釋形態、領域知識及創意生活經驗與科技創造力之關係

Abstract

近來創造力的研究已經朝向多向度互動模式的驗證以探究個體之創意發展，因此本研究的主要目的為：(一)瞭解國小學童在其解釋形態、領域知識及創意生活經驗與科技創造力表現之現況；(二)探討年級、解釋形態、領域知識及創意生活經驗對國小中、高年級學童科技創造力表現之關係。本研究的參與者包括418位學童；研究工具包括兒童解釋形態量表、創意生活經驗量表、科技創造力測驗與自然科成績。 本研究的主要發現為：(一)國小高年級學童較中年級學童傾向擁有正向之解釋形態；(二)年級及解釋形態對中高年級學童科技創造力之表現無交互作用效果，但年級對科技創造力有主要效果；(三)領域知識有助於中高年級學童在科技創造力的表現；(四)創意生活經驗對中高年級學童科技創造力的表現有顯著效果，且學童的創意表現與其「語文及肢體表演」的相關較其他創意生活經驗為高；(五)解釋形態、領域知識與創意生活經驗能有效區別中高年級學童之科技創造力組別，其中以年級及領域知識的區別力最高。 Recent research on creativity has put great emphasis on how multiple systems influence an individual’s creativity development. The main purposes of this study were (a) to understand the current situation of pupils’ explanatory style, domain knowledge, creative life experience, and technological creativity; and (b) to explore the relationships between pupils’ grade, explanatory style, domain knowledge, creative life experience and their technological creativity. The participants included 418 pupils. The employed instruments were The Questionnaire of Children’s Explanatory Style, The Questionnaire of Creative Life Experience, The Test of Technological Creativity, and the scores of Science. The main findings in this study were as follows: (a) There were grade differences on the pupils’ explanatory style; (b) although no significant interaction effect of grade ´ explanatory style on technological creativity was found, there were significant main effects of grade; (c) domain knowledge contributed to the pupils’ performance on technological creativity; (d) creative life experience had significant effects on the pupils’ technological creativity, and the indices of “language” and “performing arts” had the highest correlation with technological creativity; and (e) grade, explanatory style, domain knowledge, and creative life experience could effectively predict the pupils’ ability group membership of technological creativity, and grade as well as domain knowledge had better predictive power.