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題名 學習社群平台對國小學童創造思考歷程之影響研究:以PasteWall為例
Assessing the effects of learning community platform on promoting creative thinking processes of elementary school students
作者 許毓秀
Hsu, Yu Hsiu
貢獻者 陳志銘
Chen, Chih Ming
許毓秀
Hsu, Yu Hsiu
關鍵詞 創造思考
社群平台
電腦中介溝通
社會網絡
創造傾向
Creative Thinking
Community Platform
Computer-mediated Communication
Social Network
Creative Tendency
日期 2011
上傳時間 30-Oct-2012 11:25:50 (UTC+8)
摘要 為落實「善用資訊科技、共享數位資源、激發創意思考」之教育理念，本研究分別以採用具備社群互動與資源傳遞功能之社群平台PasteWall的實驗組，以及採用一般實體面對面學習互動模式的對照組，進行創造思考學習活動，以探究社群平台是否有助於提昇學習者創造思考與聚斂評估能力，也進一步分析在電腦中介溝通的學習環境中，同儕資源分享與想法回應情形，是否優於傳統體面對面學習互動。研究結果歸納如下：
一、實體面對面互動的對照組同儕互動程度高於使用PasteWall社群平台之實驗組，但兩者的資源分享量無顯著差異；實驗組訊息回應量顯著高於互動密切的對照組，顯示應用社群平台有助於促進學習資源的傳遞與分享。
二、使用PasteWall社群平台進行互動的實驗組學習者，分享互動後的流暢力與獨創力表現顯著高於對照組學習者；實驗組低創造傾向的學習者在變通力與獨創力表現上顯著優於對照組低創造傾向學習者；研究結果支持PasteWall社群平台有助於提升實驗組與低創造傾向學習者部分擴散思考表現。
三、實驗組獲得正向評價的想法被發表之百分比明顯高於獲得中間評價想法；對 照組獲得正向評價的想法被發表的百分比明顯高於獲得中間及負向評價的 想法；顯示同儕評價向度與學習者的想法發表具有部分關聯。
四、實驗組學習者在創造思考學習任務的成效表現，顯著優於對照組學習者。
此外，根據本研究教學實驗結果，提出以下教學實務建議：
一、教師可應用學習社群平台規劃團體腦力激盪的合作式學習，激發學習者的擴散思考能力。
二、教師應適當應用電腦中介溝通的特點，協助不同特質的學生發展其創造思考關鍵能力。
三、同儕回饋對學習者分享學習成果的意願有一定程度影響，教師可適時應用學 習社群平台提供虛擬互動的學習環境，提升學習者向同儕分享想法的動機。
In order to fulfill the educational philosophy of Using Information Technology Optimally, Sharing Digital Resources and Activating Creative Thinking, this study used two groups to implement creative thinking and learning activities, including a experimental group, which adopted the community platform of PasteWall with the function of community interaction and resource transfer, and a control group respectively, which adopted usual learning mode of physical face-to-face interaction. If the community platform is helpful to upgrade the learners’ creative thinking and convergent evaluation abilities was explored. Furthermore, if the resources sharing and thought responding among peers in the learning environment with computer-mediated communication are better than that with traditional face-to-face learning interaction was analyzed. The results of the study are summarized as below:
1. The interactive level among peers in the control group with physical face-to-face interaction is higher than that in the experimental group adopting the community platform of PasteWall. However, the volumes of resources sharing between two groups have no significant difference. The volume of response to thought in the experimental group is significantly higher than that in the control group with closer interaction, which indicates that the community platform benefits the improvement of resources transfer and share.
2. For the learners in the experimental group utilizing the community platform of PasteWall to interact, the performance of fluency and originality after interaction is significantly higher than that in the control group. Learners with low creative tendency in the experimental group perform significantly better in flexibility and originality than the learners in the control group with low creative tendency. The results of the study indicated that the community platform of PasteWall was helpful to upgrade the performance of divergent thinking for learners with low creative tendency in the experimental group.
3. The percentage of thought with positive evaluation which is posted in the experimental group is obviously higher than that with intermediate evaluation. For the control group, the percentage of thought with positive evaluation which is posted is also obviously higher than that with intermediate and negative evaluation. It indicates that the evaluation dimension of peers has some correlation with the posting of the learners’ thought.
4. Learners in the experimental group have achieved better performance in the learning tasks with creative thinking than those in the control group. In addition, suggestions are put forward for teaching practice on the basis of the results of the study:
1. Teachers should utilize learning community platform to plan group brainstorming cooperative learning and activate learners’ divergent thinking ability.
2. Teachers should properly utilize the characteristics of computer-mediated communication to assist students with different personalities to develop the critical ability of creative thinking.
3. The responses from peers have some impact on learners’ willingness to share the achivements of learning. Teachers can timely apply learning community platform to provide virtual interactive learning environment and upgrade the motivation of learners to share their thoughts with peers.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
99913002
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099913002
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 許毓秀zh_TW
dc.contributor.author (Authors) Hsu, Yu Hsiuen_US
dc.creator (作者) 許毓秀zh_TW
dc.creator (作者) Hsu, Yu Hsiuen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 11:25:50 (UTC+8)-
dc.date.available 30-Oct-2012 11:25:50 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 11:25:50 (UTC+8)-
dc.identifier (Other Identifiers) G0099913002en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54621-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 99913002zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 為落實「善用資訊科技、共享數位資源、激發創意思考」之教育理念，本研究分別以採用具備社群互動與資源傳遞功能之社群平台PasteWall的實驗組，以及採用一般實體面對面學習互動模式的對照組，進行創造思考學習活動，以探究社群平台是否有助於提昇學習者創造思考與聚斂評估能力，也進一步分析在電腦中介溝通的學習環境中，同儕資源分享與想法回應情形，是否優於傳統體面對面學習互動。研究結果歸納如下：
一、實體面對面互動的對照組同儕互動程度高於使用PasteWall社群平台之實驗組，但兩者的資源分享量無顯著差異；實驗組訊息回應量顯著高於互動密切的對照組，顯示應用社群平台有助於促進學習資源的傳遞與分享。
二、使用PasteWall社群平台進行互動的實驗組學習者，分享互動後的流暢力與獨創力表現顯著高於對照組學習者；實驗組低創造傾向的學習者在變通力與獨創力表現上顯著優於對照組低創造傾向學習者；研究結果支持PasteWall社群平台有助於提升實驗組與低創造傾向學習者部分擴散思考表現。
三、實驗組獲得正向評價的想法被發表之百分比明顯高於獲得中間評價想法；對 照組獲得正向評價的想法被發表的百分比明顯高於獲得中間及負向評價的 想法；顯示同儕評價向度與學習者的想法發表具有部分關聯。
四、實驗組學習者在創造思考學習任務的成效表現，顯著優於對照組學習者。
此外，根據本研究教學實驗結果，提出以下教學實務建議：
一、教師可應用學習社群平台規劃團體腦力激盪的合作式學習，激發學習者的擴散思考能力。
二、教師應適當應用電腦中介溝通的特點，協助不同特質的學生發展其創造思考關鍵能力。
三、同儕回饋對學習者分享學習成果的意願有一定程度影響，教師可適時應用學 習社群平台提供虛擬互動的學習環境，提升學習者向同儕分享想法的動機。		zh_TW
dc.description.abstract (摘要) In order to fulfill the educational philosophy of Using Information Technology Optimally, Sharing Digital Resources and Activating Creative Thinking, this study used two groups to implement creative thinking and learning activities, including a experimental group, which adopted the community platform of PasteWall with the function of community interaction and resource transfer, and a control group respectively, which adopted usual learning mode of physical face-to-face interaction. If the community platform is helpful to upgrade the learners’ creative thinking and convergent evaluation abilities was explored. Furthermore, if the resources sharing and thought responding among peers in the learning environment with computer-mediated communication are better than that with traditional face-to-face learning interaction was analyzed. The results of the study are summarized as below:
1. The interactive level among peers in the control group with physical face-to-face interaction is higher than that in the experimental group adopting the community platform of PasteWall. However, the volumes of resources sharing between two groups have no significant difference. The volume of response to thought in the experimental group is significantly higher than that in the control group with closer interaction, which indicates that the community platform benefits the improvement of resources transfer and share.
2. For the learners in the experimental group utilizing the community platform of PasteWall to interact, the performance of fluency and originality after interaction is significantly higher than that in the control group. Learners with low creative tendency in the experimental group perform significantly better in flexibility and originality than the learners in the control group with low creative tendency. The results of the study indicated that the community platform of PasteWall was helpful to upgrade the performance of divergent thinking for learners with low creative tendency in the experimental group.
3. The percentage of thought with positive evaluation which is posted in the experimental group is obviously higher than that with intermediate evaluation. For the control group, the percentage of thought with positive evaluation which is posted is also obviously higher than that with intermediate and negative evaluation. It indicates that the evaluation dimension of peers has some correlation with the posting of the learners’ thought.
4. Learners in the experimental group have achieved better performance in the learning tasks with creative thinking than those in the control group. In addition, suggestions are put forward for teaching practice on the basis of the results of the study:
1. Teachers should utilize learning community platform to plan group brainstorming cooperative learning and activate learners’ divergent thinking ability.
2. Teachers should properly utilize the characteristics of computer-mediated communication to assist students with different personalities to develop the critical ability of creative thinking.
3. The responses from peers have some impact on learners’ willingness to share the achivements of learning. Teachers can timely apply learning community platform to provide virtual interactive learning environment and upgrade the motivation of learners to share their thoughts with peers.		en_US
dc.description.tableofcontents 第一章 緒 論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究問題 7
第四節 研究範圍與限制 8
第五節 名詞解釋 10
第二章 文獻探討 13
第一節 創造力及其影響因素 13
第二節 社群互動與想法溝通與創造力 26
第三節 社群平台學習討論應用 32
第四節 社會網絡分析 37
第三章 研究方法與實驗設計 53
第一節 研究架構 53
第二節 實驗設計與處理 55
第三節 研究對象 57
第四節 研究方法 58
第五節 研究工具 62
第六節 創造思考學習任務設計 68
第七節 資料處理與分析 71
第八節 研究流程 76
第四章 實驗結果分析與討論 77
第一節 兩組學習者之創造傾向背景分析 77
第二節 同儕互動網絡 79
第三節 想法分享與擴散思考表現 88
第四節 想法回應與想法發表 101
第五節 學習成效表現 105
第五章 結論與建議 111
第一節 結 論 111
第二節 建 議 114
參考文獻 117
中文文獻 117
英文文獻 121
附 錄 129
附錄一 科技創造力測驗、威廉斯創造性情意傾向量表使用同意書 129
附錄二 國小學童同儕互動網絡調查問卷 130
附錄三 創造思考學習任務教學活動設計 133
附錄四 Moodle課程管理平台中創造思考學習任務網站 137
附錄五 學習網站之條件思考引導語句一覽表 139
附錄六 對照組想法紙筆記錄樣本 140
附錄七 對照組想法瀏覽記錄單樣本 142		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099913002en_US
dc.subject (關鍵詞) 創造思考zh_TW
dc.subject (關鍵詞) 社群平台zh_TW
dc.subject (關鍵詞) 電腦中介溝通zh_TW
dc.subject (關鍵詞) 社會網絡zh_TW
dc.subject (關鍵詞) 創造傾向zh_TW
dc.subject (關鍵詞) Creative Thinkingen_US
dc.subject (關鍵詞) Community Platformen_US
dc.subject (關鍵詞) Computer-mediated Communicationen_US
dc.subject (關鍵詞) Social Networken_US
dc.subject (關鍵詞) Creative Tendencyen_US
dc.title (題名) 學習社群平台對國小學童創造思考歷程之影響研究:以PasteWall為例zh_TW
dc.title (題名) Assessing the effects of learning community platform on promoting creative thinking processes of elementary school studentsen_US
dc.type (資料類型) thesisen
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