國民小學社會科創造性問題解決教學效果之研究

• Main Author: 詹佩琳
• Other Authors: 汪榮才
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/81008316357704463207

碩士 === 國立台南師範學院 === 初等教育學系 === 83 === 　　The purpose of this study was to assess the effectiveness of creative problem solving program in social study for elementary school students. 　　An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 185 third grade students in 6 classes drawn from three elementary schools in Kaohsiung. Nineteen-three students in three classes were assigned to the experimental group, and 92 students in the another three classes to the control group. The expermental group had to do some creative problem solving exercises in addition to the regular class teaching, while the control group received traditional instruction throughout the experimental session. Twelve teaching units for the experimental group were developed based on Parnes'''' CPS Model, and 12 for the control group were selected from the Teacher''''s Guidebook. Each unit was taught in 40 minutes, and 480 minutes in all were needed for the 12 teaching units. The experiment was extented for a period of 17 weeks. 　　A pretest was administered before the instruction session, and a posttest after this session. To assess the effectiveness of the CPS prlgram, three ANCOVAs were separately performed using group as an independet variable, the posttest scores of the ''''Social Creative Problem Solving Test'''', the ''''Social Study Achievement Test'''', and the ''''Social Study Attitude Inventory '''', respectively, as the dependent variables, and the pretest scorse of these three tests, respectively, as the covariate. 　　The results of this experiment were as follows: 　　Regarding the Social Creative Problem Solving: 　　1.The experimental group had a higher score on fluency in creative problem solving than the control group. 　　2.The experimental group had a higher score on flexibility in creative problem solving than the control group. 　　3.The experimental group had a higher score on originality in creative problem solving than the control group. 　　4.There was no significant difference in evaluation toward creative problem solving between the experimental group and the control group. 　　Regarding Social Study Achievement: 　　5.There was no significant difference in social study achievement between the experimental group and the control group. 　　Regarding Social Study Attitude: 　　6.There was no significant difference in confidence toward social study between the experimental group and the control group. 　　7.The experimental group had a higher score on interest in social study than the control group. 　　8.There was no significant difference in belief of worth toward social study between the experimental group and the control group. 　　Suggestions for improving creative problem solving instruction on social study as well as for further studies were presented.